Lori Henderson

3/13/17

The Parade: Written Reflection 2

The primary purpose of the Parade (studio activity) is to encourage creative inspiration

out of the entire body of students. To encourage creativity that doesnt stifle a students ability to

create and be creative. The class approached this studio activity by relying on 10 potential

approaches (provided by the instructor) that allows students to experiment with drawing and

creating ( drawing from memory, drawing from previsualization, verbal to visual, visual to

visual, guided drawing from observation, part to whole, contour line drawing, observational

drawing combined with drawing from imagination, art from art, personal invention, and adding

narrative elements).

The activity, itself, uses the physical actions (students dressing up and walking around

campus/classroom) to create a platform for students to draw their inspiration from. Once the

activity (the parade/march) is over the students went back to their seats and were assigned the

responsibility of drawing a parade that personifies their mood, artistic flare (aesthetic

preference), but with a format (prompt) that leads to a specific end (inspiring creativity but in a

manner that allows the students to all reach the same end point). The students applied the 10

potential approaches to their own creation of a visual parade but with a specific twist (our own

interpretations that makes the piece unique and different from each other).

I would encourage this studio investigative approach with my own class one day but probably

in the middle/towards the end of the school year. Id have to establish a safe environment with

my students first. Earn their trust with me and their fellow classmates within the classroom. I
cant really expect them to want to get up and dance/ walk around campus if they first dont feel

comfortable with their peers. Students feed off each other emotions so to encourage that level of

playfulness might have to be slowly introduced before they feel ready to commit to the parade.

Lovely idea! I might tweak it a little bit but I loved this strategy.

National Core Art Standards

VA:Cr1.1.IIa : Individually or collaboratively formulate new creative problems

based on students existing artwork.

VA:Cr3.1.IIa : Engage in constructive critique with peers, then reflect on,

reengage, revise, and refine works of art and design in response to personal

artistic vision.
VA:Pr5.1.IIa : Evaluate, select, and apply methods or processes appropriate to

display artwork in a specific place.

VA:Re.7.2.IIa : Evaluate the effectiveness of an image or images to influence

ideas, feelings, and behaviors of specific audiences.

VA:Cn10.1.IIa : Utilize inquiry methods of observation, research, and

experimentation to explore unfamiliar subjects through artmaking.

California Commission on Teacher Credentialing, Teacher Performance

Expectations
EPC 2B-43 : encourage student creativity, flexibility, collaboration, and

persistence in solving artistic problems given to them and of their own

making.
EPC 2B-43: Beginning teachers build students' creative problem-solving

process and skills, innovative and critical thinking, communication, and

collaborative and technical skills through engagement of translating

thoughts, perceptions, and ideas into original works of art or design using a

variety of media and techniques.

 EPC 2B-44: They provide students the opportunity to use and evaluate

strengths and limitations of media and technology as integral tools in the

classroom.
EPC 2B-44: Beginning teachers assure that students at various English

proficiency levels have the academic language needed to meaningfully

engage in the content