Lori Henderson

4/5/17

Art 135

Written Reflection #4 : Lifes Deal

The primary purpose of Art 135s Lifes Deal activity is to collectively engage the class

through visuals, ( 3 paintings created by Holis Sigler). From the presentation of the 3 visuals the

instructor invited the entire class to engage in an active discussion on what the students see, how

they might interpret it, require the students to back up their opinions with evidence they can find

within the 3 paintings, and instructs the class to be mindful and respectful of each others

opinions. After the group discussion of Holis Siglers art work the class was then given insight to

the actual context of the artist. After everyone was instructed to go back to their designated seats

it was there that the professor discussed the artists background, Siglers experience with cancer ,

how it influenced her view on the world and her interpretation of producing art (in this case

reinterpreting decks of cards). Providing a contextual guideline to use as a reference point the

instructor gave the class a worksheet listing 6 questions (3 of which we must choose to focus on

more) asking relatively personal questions for Ambers class to reflect on while the class

constructs their own deck of cards (specific card assigned to each student). Being mindful of the

readings (Bird and Parks ), Amber wants her students to physically enact what theyve been

reading (significance of layering, collages, image; color codes; dealing; collage , consistency of

visual language; intentionality; juxtaposition; and/or symbols) to the studio activity investigation

(creating cards) by showing her students potential possibilities with the materials (Cardboard,

cardstock, magazines, newspapers, scissors, x-acto knives, acrylic sealer, paintbrushes, water
cups, oil pastels) and how to become more familiar with it. During the studio investigation,

students will choose what imagery they want to use (magazines, oil paint, and etc.) and assemble

a card thats relevant to the individual.

The activity itself, (through the carefully structured questions the student chooses to

address) enables the students to emotionally connect with the media during the studio

investigation. The questions directed at the students, makes the class mindful of potential

directions they may wish to explore. While at the same time enables the teacher to have control

of the class and a sense of direction for a desired end result from the activity. With a designated

formula on how to create these cards paired with the materials made accessible to the class the

instructor controls the environment but lets the students explore their own sense of creativity,

inspiration and identity.

I do see myself implementing this mode of instruction strategies because it doesnt make

my role as a potential art educator to be seen as an omnipotent force (I discourage retro-

learning). Class discussion, analyzing, asking questions, allowing time for students to harness

their critical analysis skills with one another, providing context for my students, and showing

them a step by step visual and oral process on how to complete the activity is vital to me as a

teacher. I dont want my students to robotically mimic what I am showing them. I want them to

connect to their artworks. I want them to be passionate about what they are creating. What better

way than to let them talk about themselves through art. I loved how this activity shows how I can

potentially psychologically/subliminally empower my students. Ive been trying to figure out

ways in which I could do this to my own lesson plans one day.

National Core Arts Standards: California Commission on Teaching

 Credentialing Teaching Performance

Expectations:
Visual Arts-Creating TPE1: Engaging and Supporting All Students

HS Proficient VA:Cr1.2.Ia 5. Promote students' critical and creative

Shape an artistic investigation of an thinking and analysis through activities

aspect of present day life using a that provide opportunities for inquiry,

contemporary practice of art or design problem solving, responding to and

framing meaningful questions, and

reflection.
Visual Arts- Presenting TPE2: creating and Maintaining Effective

HS Proficient VA:Pr5.1.Ia Environments for Student Learning

Analyze and evaluate the reasons and 3. Establish, maintain, and monitor

ways an exhibition is presented. inclusive learning environments that are

physically, mentally, intellectually, and

emotionally healthy and safe to enable

all students to learn, and recognize and

appropriately address instances of

intolerance and harassment among

students, such as bullying, racism, and

sexism.
Visual Arts- Responding TPE3: Understanding and Organizing Subject

HS Proficient VA:Re8.1.Ia Matter for Student Learning

Interpret an artwork or collection of 4. Individually and through consultation

works, supported by relevant and and collaboration with other educators

sufficient evidence found in the work and and members of the larger school

its various contexts. community, plan for effective subject

 matter instruction and use multiple

means of representing, expressing, and

engaging students to demonstrate their

knowledge.
Visual Arts- Connecting TPE4: Planning Instruction and Designing

HS Proficient VA:Cn11.1.Ia Learning Experiences for All Students

Describe how knowledge of culture, 7. Plan instruction that promotes a range

traditions, and history may influence of communication strategies and activity

personal responses to art. modes between teacher and student and

among students that encourage student

participation in learning.
TPE5: Assessing Student Learning

3. Involve all students in self-assessment

and reflection on their learning goals and

progress and provide students with

opportunities to revise or reframe their

work based on assessment feedback.