Art Education: July 2015

Friday, July 31, 2015

MAT Art Education Class of 2014 Book for Special Populations Course

Every year SVA graduate students have the opportunity to create artwork to be printed in a book highlighting a specific course offered at SVA for the MAT graduate program. In 2014 the Special Populations Course was highlighted to inform incoming 2015 SVA graduate students what the course entails. Our class created a piece of artwork and wrote about our experience teaching at the Baruch Houses Shelter which was published in the book for the Special Populations Course.

The Special Populations Course is a class where SVA graduate students visit the Baruch Houses Shelter in New York City and teach art to a range of pupils from ages PK to 12th grade.

"Tori's Turn" Artwork Shown in the Curriculum for Special Populations Book

I submitted the artwork called "Tori's Turn" and added writing to go with my art piece. Below you can read my submission. A young student named Tori lived in the shelter and participated in our art class often. I had the pleasure of teaching and working with Tori consistently when the class was held for an entire semester. The experience was a great opportunity to teach art, lesson plans and bond with students in the shelter.

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"Tori's Turn" / Watercolor, oil, ink on paper / 10" x 16" / 2014 by JS

She walked in, smiled and sat right next to me. She was quiet and reached for my hand and said, "I like you!" From that point onward a bond was built. We worked together at the shelter for most of the semester. I was able to enhance her creativity and project positive energy that lifted her spirits. This experience came through in her artwork as she more freely drew flowers, the sun and birds. You would never know the hardships she encounters on a daily basis because she was so happy, full of life, and eager to learn when she came to participate in the art class.

I will never forget the time we spent together enriching each other's lives. Not only did she learn from me, but I learned from her that creating artwork could be magical. This class allowed for time to cherish and touch lives, especially for those who are living in less fortunate circumstances.

Teaching at Baruch Houses Shelter NYC (PK-12th Grade) / Special Populations Course

Self-Portrait in Action

Hand Puppets

African Masks

Comic Book Stories

Student Teaching at P.S. 111 Adolph S. Ochs Public School New York City (K-5th Grade)

Philosophy of Art Education

Philosophy of Art Education

“I am seeking. I am striving. I am in it with all my heart.”

-Vincent Van Gogh

My philosophy of education is to be an inspirational art teacher for my students. I want my students to be able to utilize the arts in their everyday lives and give them the opportunity to learn, to be able to express themselves through their artwork and to use their imaginations to become creative individuals. I want to encourage students to be confident, raise their level of appreciation of the arts and demonstrate the proper steps of what it takes to be successful in art, as well as in life. With art in their lives, their experiences can become more meaningful and rewarding. My students will enjoy learning about making art, so they too will love art.

I also want to integrate other subject matter in my art class to offer more enriching learning experiences for all of my students. I believe that incorporating core subject matter into art lessons will give my students a broader perspective of how art is a very important aspect of life. Students can learn on multiple levels by integrating these subjects into their artwork. I will follow the Common Core Curriculum and blend it into lessons. Reinforcing what my students learn in other subjects can translate into an overall well-rounded and successful education.

I hope to be a memorable component of students’ education. I will communicate clearly and effectively to ensure that objectives are met and develop attainable goals for my students.

Philosophy of Classroom Management

Philosophy of Classroom Management

My philosophy of classroom management is a classroom environment that is one of order, fairness, consistency and discipline. I believe that a well ordered classroom lessens the likelihood of confusion and loss of control. Being fair is very important to allow students to know that they can count on me at all times. Students need to know that I support rules and regulations of my school and those rules and regulations will be abided by in the classroom as well.

I will incorporate a seating arrangement that will place students in a setting that gives me easy access to reaching everyone. This seating arrangement will be reinforced by a seating chart that gives each student an understanding of where they need to be at a designated time given during class. This seating arrangement can be amended if necessary due to behavioral situations. I find it very important that placement of desks, tables, and chairs set the tone for orderly class engagement.

Posting of classroom rules is very important to me. They serve as visual reminders and I can refer to them when needed. Consequences for rules that are broken are as follows: 1.) verbal warning 2.) lessen activity grade 3.) student given alternate activity

4.) letter home to parent or guardian to be signed and returned and a phone call home will follow. All behavioral situations will be handled on a case-by case basis as stated for school policy.

I desire an environment where students can be individuals yet can interact cooperatively with their classmates. I strongly believe that students should demonstrate respect and cooperation with everyone. Students will have fun creating their artwork and will learn to be responsible as well as professional in the classroom. Students will inspire each other by being role models knowing that concentration, focus and best behavior are keys to successful learning.

How I will motivate students

How do you motivate students?

I will motivate students by creating lesson plans that are educational, creative and fun. I will involve students with the learning process by integrating a mixture of various theories into my lesson plans. Some of the teaching strategies will include group and paired activities so they can learn from each other. I will show examples of artwork and have demonstrations of the lesson being taught which will give students a better understanding of what they are learning. I will designate time to devote to students individual needs. Being clear with objectives and instructions will allow students to be creative and free with their art projects.

I will compliment those students who are doing exceptional work and I will inspire those students who are struggling. I will use positive reinforcement to all students that learning is a process and everyone can succeed. I will incorporate other subjects into art projects so that learning can be achieved simultaneously. In doing this students will have a connectivity of disciplines. For example, there are many art projects in which I would incorporate science, history and language arts.

I will include students’ interests by allowing them to suggest their own ideas for art projects that they would like to work on. I would also have some of the more advanced students act as monitors or helpers in the classroom. I will modify lesson plans for special needs students so that everyone can learn and advance. I myself will use all of my teaching and art skills that will give students a clear understanding that art as a subject can be enjoyable and educational. I plan to encourage all students to work to their best potential and do the best that they can.

Thursday, July 30, 2015

"Threshold" School of Visual Arts MAT Art Education Graduate Exhibition / SVA Gallery / Art Piece called "Clips of Reflection"

Clips of Reflection- Plexiglass and collage size: 12.5" x 12" x 18"

Enter a world of endless perceptions and thoughts to the eye. These clips being reflected represent my interpretation of threshold. Visualize growth, abundance, and rejuvenation of life. Enter a world that incorporates nature, emotion, and strength. Reflect on the past, simultaneously reflecting beyond the present. Never return to the past, for here it does not physically exist. Thus entering this threshold, new life begins and never ends.

Portrait Drawings

Printmaking

This project was from an advanced art studio class at SVA in graduate school. Medium: print making, marker and paper.

"YES, I CAN"

Back and Front Cover of "Yes, I can" Journal

"Yes, I can" Journal

Cover of Folder for Portfolio to Attend SVA MAT Graduate Program

JETTA SKY & ONE GADI

My mentor Michael ONE Gadi Brayboy suggested I document all of my steps towards this new career path in a journal called "Yes, I can. "Yes, I can" became my motto for working on my goals to attend graduate school at SVA and to become the best art educator I can possibly be.

The finished piece was used as the cover of the folder used for my portfolio to be accepted into the graduate program at SVA.

I also had to take prerequisite courses such as Philosophy and College Algebra - I received an A in both courses at Berkeley College.

Special Thanks and Blessings to Michael G. Brayboy aka ONE for all of your support, contribution and love.

Master Thesis- Art Created by Visually Impaired Adults

Master Thesis Cover and Poster

Photography Class

Arts and Crafts Class

Ceramics Class

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Stevie Wonder [1950-] said, "is a different kind of lyric; it's very picturesque. I can see everything that I'm writing; I can visualize all those things happening."

The topic for my master thesis was Art Created by Visually Impaired Adults. During the 13 years I volunteered at Visions, I witnessed many incredible things that the visually impaired could do.

This experience of working with them left me with curiosity and a desire to investigate how they create art and their processes.

Research was a quasi-qualitative study..
9 participants in total (were interviewed in the photography, arts & crafts and ceramics class)
3 Instructors (one was interviewed and two answered a questionnaire)
3 Professional Artists (two were interviewed and one answered a questionnaire)

Some findings were as follows:
Visually impaired adults were able to create art with minimal difficulty and enjoyed the art making process.

Many participants had a visualization of what they wanted to create. They used their senses to guide them in the process of creating art.

Some participants did not have a plan about the artwork they wanted to create. Instead of relying on a plan they allowed the medium to be their guide.

Visually impaired adults had goals of selling their artwork for profit, giving their creations to others as gifts, and even becoming a well-known artist as well.

Visual Interpretation of a story in the book Invisible Cities by Italo Calvino

I chose to create a piece of artwork highlighting a few lines in the poem about Hypatia. Hypatia is a city taken from the Cities and Signs chapter. The text “…at the bottom of the water, crabs were biting the eyes of suicides, stones tied around their necks, their hair green with seaweed was illustrated in a watercolor painting. I chose to use watercolor to illustrate the water and details in the painting because I personally enjoy working with watercolor. I decided to illustrate the scene in a fun and meaningful way.

I also chose to do the artwork as a stamp. If I were to develop a lesson plan to highlight a story in the book Invisible Cities I would have students create artwork on stamps. Because this book highlighted many cities and travel. Having students create unique stamps would be a great way to interpret the stories in the book.