Martha Oaks

March 14, 2017

Art 135
Written Reflection 2
Studio Investigation 2: The Parade. A sequence of drawing strategies inspired by literature in

art education, and adapted from Dr. Karen Carroll.

Key Concept: Celebrations
* Highlight personal, social and cultural events, milestones and experiences in peoples lives.
* Communicate identity and relationships.
* Convey personal, social and cultural meanings.
* Reveal what people value
* Are communicated through many art forms.
In Art 135 our class did an assignment called, The Parade. In a series of three class

periods we drew on sheets of paper about 1x8: a series of characters, from verbal commands

by the instructor. We used ten drawing strategies to accomplish this assignment. They are:

1. Drawing from memory (and physical movement)

2. Drawing from previsualization
3. Verbal to visual
4. Visual to visual
5. Guided drawing from observation, part or whole
6. Contour line drawing
7. Observational drawing combined with drawing from imagination
8. Art from artPersonal invention
9. Adding narrative elements, setting, climate, time of day/year.

I enjoyed this assignment very much. Although I was uncomfortable because I am shy

parading outside looking silly (I chose a blue curly wig) but I managed, and decided the

experience was good for me. I was also uncomfortable with the drawing quickly from direction

in the beginning because I dont draw well on the spur of the moment. However I relaxed during

the gallery walk when I saw that most other students were working on the same level as me. This

was also good for me because I think Im not an artist if I dont produce museum quality work,

which is kind of funny, since I never have anyway.

Yes, I would implement this lesson into my classroom curriculum because its fun, and I

think children would enjoy doing it; especially the parade. I wouldnt change much. I would give
them a little more time during each segment if they needed it, and let them add color as they go

with materials such as crayons, colored pencils or markers. In addition, I would ask them choose

a theme for their parade while creating their characters, for example: Mardi Gras, Halloween,

Day of the Dead, birthday, or the circus.

National Core Art Standards

VISUAL ARTS Creating
Seventh Graders
Apply visual organizational strategies to design and produce a work of art, design, or media that

clearly communicates information or ideas.

Presenting
Based on criteria, analyze and evaluate methods for preparing and presenting art

Responding
Explain how the method of display, the location, and the experience of an artwork
influence how it is perceived and valued.
Connecting
Individually or collaboratively create visual documentation of places and times in which people

gather to make and experience art or design in the community

Teaching Performance Expectations

TPE 1: Engaging and Supporting All Students in Learning

Connect subject matter to real-life contexts and provide active learning experiences to engage

student interest, support student motivation, and allow students to extend their learning.
TPE 2: Creating and Maintaining Effective Environments for Student Learning

Maintain high expectations for learning with appropriate support for the full range of students in

the classroom.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

Plan, design, implement, and monitor instruction consistent with current subject-specific

pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-

disciplinary learning sequences, including integrating the visual and performing arts as

applicable to the discipline.3

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Plan instruction that promotes a range of communication strategies and activity modes between

teacher and student and among students that encourage student participation in learning.

TPE 5: Assessing Student Learning

Apply knowledge of the purposes, characteristics, and appropriate uses of different types of

assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and

performance) to design and administer classroom assessments, including use of scoring rubrics.
TPE 6: Developing as a Professional Educator
Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to

plan and implement instruction that can improve student learning.