Come up with 5 essential questions you can ask about identity in light of your artist's work and 5 key concepts about identity that are implicated by the questions.
Essential Questions:
1. How does being a minority (even in a culture that claims to be "accepting" of all) shape identity?
2. How does an individual deal with racist events/people/situations that occur beyond their control?
3. How can an individual take these events and turn them into art to make change?
4. How do these situations/events/people shape our identity?
5. Can an artist create pieces like this but also make pieces that pridefully show their heritage/culture/ identity as an Asian American? Or is it just one or the other?
Key Concepts:
1.Clearly other people's actions will affect someone's identity no matter where the person lives, or how they feel about themselves/want to be affected by others.
2. Situations or people like this cannot hold a person back from living open, freely and proudly of who they are. Take what occurs around you (especailly stuff one cannot control) and make art in defiance of it. Allow your true identity to show above it all.
3. Here, we see the artist using the racist imagery in order to lessen the sting when it comes from other people. In other words, they are using it themselves to diffuse the effects it has when others use it, which will eventually make what other people say completely meaningless.
4. When dealing with issues of race and racism it is clear that a person can either stand proud against those struggles or become ashamed of who they are.
5. This is one I just don't have an answer for. But maybe, creating pieces like this is also showing pride in the artist's identity as well just because of what he's trying to do with them.
Monday, November 21, 2011
Roger Shimomura - Artist dealing with Identity
Roger Shimomura is an American artist and retired professor whose work explores ideas of Asian American sociopolitical issues through the usage of racist imagery. He paints racists incidents from the point of view of the racists themselves. Shimomura has said that one of his earliest memories comes from when he was 5 years old and him and his family were placed inside a concentration camp built in the US to detain Japanese-Americans during World War II. He has said that he will always remember watching his parents try to put their lives back together after the war was over. The issues around his artwork come from these racist events that happened in our country and how Asian Americans coped with acts of blatant racism, that even still occurs today. Shimomura deals with these issues that ultimately lead to issues of identity that stem from being an Asian America, especially during the time of WWII.
"It's the kind of material his parents' generation shunned, but Shimomura agrees with African American painter Kara Walker, who uses racist stereotypes in her work in order to defuse them"
-artsjournal.com
Friday, October 14, 2011
My Portfolio for Art Education Application
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| Tea Party Still Life 18'' x 24'' Charcoal |
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| Figures in Bed 11'' x 14'' Charcoal |
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| Nude Figure 11'' x 14" Charcoal |
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| Lounging Nude (copy) 14" x 11" Charcoal |
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| Sleeping Nude 11" x 14" Conte Crayon |
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| Ballerina 36" x 54" Charcoal |
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| Color Breakdown/Portrait of an old man 24" x 18" Acrylic |
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| Hurricane Irene, New Paltz, NY 8.5" x 11" Photograph |
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| Beauty 8.5" x 11" Photograph |
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| "Beautiful" 8.5" x 11" Photograph |
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| Unknowing Family Portrait 8.5" x 11" Photograph |
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| GRRR 8.5" x 11" Photograph |
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| Pleasing Architecture, D.C. 11" x 8.5" Photography |
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| Vietnam Memorial 11" x 8.5" Photograph |
"Beth and Chris"
Stop Motion Animation
Monday, September 26, 2011
Fashion show!
Thursday, September 22, 2011
Trimis and Savva Reading
I was wondering why the studies of these children were all done in Greece, where as most of the readings we have read this year revolve around students in the United States. Also, I think it would be really interesting to further the chorotopos investigation and have the three schools switch locations after visiting the one nearest to their own school. If schools A, B and C visited their own chorotopos, collected items, made projects, etc, and then switched locations, it may be interesting to see how the results compare. This also gives students the opportunity to see many different types of geographical and cultural places.
I think the ideas in this article (although very repetitive) are great ideas that art teachers (and teachers of all subjects) should definitely know about and incorporate whenever possible. If lessons or projects that happen in the classroom could then bring that knowledge out into the real world, it helps students fully understand what they are learning and turn that information into lasting skills and knowledge that they will take with them and always remember. When interacting in places outside of the classroom (particularly their clorotopos which have personal connections with the students) it helps students learn and experience things that cannot be taught inside a classroom. Overall I think this article did a great job explaining why this type of instruction is definitely beneficial to students, however a lot of the information seemed to be repeated throughout the article.
I think the ideas in this article (although very repetitive) are great ideas that art teachers (and teachers of all subjects) should definitely know about and incorporate whenever possible. If lessons or projects that happen in the classroom could then bring that knowledge out into the real world, it helps students fully understand what they are learning and turn that information into lasting skills and knowledge that they will take with them and always remember. When interacting in places outside of the classroom (particularly their clorotopos which have personal connections with the students) it helps students learn and experience things that cannot be taught inside a classroom. Overall I think this article did a great job explaining why this type of instruction is definitely beneficial to students, however a lot of the information seemed to be repeated throughout the article.
Thursday, September 15, 2011
Place Project
The place project is one that seems really interesting to me because I am doing something similar in my Basic Sculpture class simultaneously. However, for that assignment, I will be creating a place mostly from my imagination. Although not identical, I thought it was funny that they were assigned almost as a pair; an important place in real life, and create your own place/space that pleases you.
For this class, I was thinking of creating my place project somewhere up the mountain, particularly near or around Lake Minnewaska. I camped there when I was a child and when I applied to New Paltz I had no idea that the familiar and nostalgic lake and campgrounds would be so close to me. I have a very good feeling every time I go up there so I think that is where I will create my place project.
For this class, I was thinking of creating my place project somewhere up the mountain, particularly near or around Lake Minnewaska. I camped there when I was a child and when I applied to New Paltz I had no idea that the familiar and nostalgic lake and campgrounds would be so close to me. I have a very good feeling every time I go up there so I think that is where I will create my place project.
Wednesday, September 7, 2011
My Art
Here are a few images of my own artwork from the past two years. I really enjoy working with charcoal, especially on the figure. My studio and foundation classes really helped me explore and experience new media a lot of which was very foreign to me . I am still in such an early stage in my art career that I haven't quite figured out where my niche is just yet. Sculpture and digital photography are what I will be exploring a lot over the next few months though, and I am excited to step out of my comfort zone and work in 3-D and digitally, both of which I have not really done in the past.
Discussion and Reflection on Class Group-work (September 1st, 2011)
On Thursday our class broke into groups of five to discuss the readings we did for homework. Each person in the group had read a different article written by a contemporary advocate for new methods on art education. Some of these authors included: Barrett, Darts, Eisner, Marshall and Stephens. Each article expressed the respective opinions and methods of teaching visual arts from each individual author. My article was written by Julia Marshall in 2006, and focused mainly on Substantive Art Integration. She also discussed the importance of Contemporary Art, Art as Research, the Cognitive Theory, Art Education Principles along with an example of a successful set of lesson plans.
When we assembled as a group we wanted to share what we learned from our articles. In order to get our new knowledge out in a somewhat organized manner, we made a flow chart with all of our ideas and information. Our class as a whole came up with five major aspects of art education that we would then list our authors opinions and experiences under; 1. Teacher's Actions 2. Contextual Environment 3. Student Development 4. Ongoing Processes 5. Student Actions. Some of our information fell under more than one category, which helped bring everyone's ideas together really nicely. We also included some of our own opinions on art education and they were listed under those subtitles as well.
Some important things I remembered from our Contemporary Art Education flowchart were:
1. The importance of contemporary art and things happening in the art world today. Children should be taught about what is happening around them, perhaps even influenced by what art is being made today and how it is being done. I added and others agreed that the study of more classical art is also important for students.
2. Teachers cannot forget about where they are teaching and how that affects the classroom and the students. Geographical location, culture, language, the community and its economic status are just some of the factors that affect an art teacher and his/her students tremendously. Several authors pointed out the importance in bringing culture into art and the teaching of it.
3. Integrating art into other areas and subjects of teaching has been a very successful tool that helps students understand what they are learning in the classroom and then personalize it and turn it into lasting knowledge.
4. Similarly, some of the authors discussed how it is important for art teachers to bring other subject areas into their lessons and assignments. Art Integration is a growing method that teachers of all ages and disciplines should be using based on its successful results.
5. We also discussed how teachers must always remember the "realities" of being an art teacher. There will always be time constraints, monetary problems or obstacles, and relationships to be formed between other teachers and their students. These realities must always be remembered when making lesson plans and in the classroom itself.
6. When making lesson plans, building off of prior lessons is a great way for students to remember past lectures while also learning new things, making connections between different things they have learned, and remembering these lessons for the long term, not just for the next exam or project. That is one of the most memorable things I will take from this discussion because I think it is super important for students to actually be learning in schools, not just learning things for tests and forgetting it all a few weeks or months later.
These are just some of the things I remember from our flow chart, but there were many others. We did not have a chance to finish our group-work so not everyone was able to fully explain their articles to the full extent. Regardless, we definitely learned a lot about contemporary art education and many different authors/teachers methods and approaches to teaching visual arts in today's changing world.
When we assembled as a group we wanted to share what we learned from our articles. In order to get our new knowledge out in a somewhat organized manner, we made a flow chart with all of our ideas and information. Our class as a whole came up with five major aspects of art education that we would then list our authors opinions and experiences under; 1. Teacher's Actions 2. Contextual Environment 3. Student Development 4. Ongoing Processes 5. Student Actions. Some of our information fell under more than one category, which helped bring everyone's ideas together really nicely. We also included some of our own opinions on art education and they were listed under those subtitles as well.
Some important things I remembered from our Contemporary Art Education flowchart were:
1. The importance of contemporary art and things happening in the art world today. Children should be taught about what is happening around them, perhaps even influenced by what art is being made today and how it is being done. I added and others agreed that the study of more classical art is also important for students.
2. Teachers cannot forget about where they are teaching and how that affects the classroom and the students. Geographical location, culture, language, the community and its economic status are just some of the factors that affect an art teacher and his/her students tremendously. Several authors pointed out the importance in bringing culture into art and the teaching of it.
3. Integrating art into other areas and subjects of teaching has been a very successful tool that helps students understand what they are learning in the classroom and then personalize it and turn it into lasting knowledge.
4. Similarly, some of the authors discussed how it is important for art teachers to bring other subject areas into their lessons and assignments. Art Integration is a growing method that teachers of all ages and disciplines should be using based on its successful results.
5. We also discussed how teachers must always remember the "realities" of being an art teacher. There will always be time constraints, monetary problems or obstacles, and relationships to be formed between other teachers and their students. These realities must always be remembered when making lesson plans and in the classroom itself.
6. When making lesson plans, building off of prior lessons is a great way for students to remember past lectures while also learning new things, making connections between different things they have learned, and remembering these lessons for the long term, not just for the next exam or project. That is one of the most memorable things I will take from this discussion because I think it is super important for students to actually be learning in schools, not just learning things for tests and forgetting it all a few weeks or months later.
These are just some of the things I remember from our flow chart, but there were many others. We did not have a chance to finish our group-work so not everyone was able to fully explain their articles to the full extent. Regardless, we definitely learned a lot about contemporary art education and many different authors/teachers methods and approaches to teaching visual arts in today's changing world.
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