Samantha Hughston

Art 135 Reflection 4, Lifes Deal: Deck of Cards

April 6, 2017

The studio investigation in secondary school Art Education is to create 1-3 collages using

images from magazines and applied to cardboard or cardstock which measure 8 x 10 inches in

size. The collages my peers and I are to create are from our latest readings from Bird and Parks.

First, the class participated in VTS where three images were shown. Next, a PowerPoint was

shown with examples of other students work. This was followed by an Artist Questionnaire for

the Lifes Deal Project. A few minutes were spent reading and selecting three questions to answer

from the questionnaire. The class was given thirty minutes at the end of the first day to begin this

project. The materials provided in the class were cardboard, cardstock, magazines, newspapers,

scissors, acrylic sealer, X-Acto knives, paint brushes, water cups and oil pastels. As a class we

were given I believe five or six minutes to select ten pages from magazines based on the big idea

Risk and Reality. After this our professor gave a demonstration on how to use the acrylic sealer.

After the demonstration the entire class began to work on the project. I took home some acrylic

sealer, a brush, the magazine pages I had chosen, and some cardboard so I could create my cards.

This enabled me to be ready to continue to work on the next phase of the project when I return to

class two days later where my class and I will begin using oil pastels on the collaged cards we

created. I have collaged two cards however; I am not sure what the final outcome of my project

will be.

Because I am just beginning this project and I have to guess if I would use this project in

the future with my students, I would probably have to say yes. Even though high school students

have shorter class time than I have, I could change the theme to something else and use VTS and

a PowerPoint presentation. For example, in a two dimensional art lesson for my eighth grade
class, I could have the students do a collage of the old masters where the students would have to

focus on the limited palette (colors) the masters used to create a cohesive collage. I am sure I

could generate more ideas if this project was completed, but due to time constraints this is what I

can think of at the moment. The materials I would provide for my class would be images of the

old masters, glue cardboard, and scissors. In addition to the cardboard I might suggest using

brown paper bags to apply the images to for a more dynamic image. What I envision is the edges

of the brown paper bag are torn as well as the images that are applied to the bags. The difference

between my project and the one I would create for my class is I am creating collaged images to

look like cards and my class would be creating collaged images sized to 8 x 11 inches. After the

project is complete I would have the students do a gallery walk and have each student talk about

the collaged images they created. A one page write up about their experiences creating their piece

might be included as part of the assignment. Finally, I could initiate a formative assessment to

explore how I am doing teaching the class project and determine if I need to make any changes

to my approach.

VISUAL ARTS Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.1.8a

Document early stages of the creative process visually and/or verbally in traditional or new

media.

Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.8a
Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and

meanings that emerge in the process of art making or designing.

Anchor Standard 3: Refine and complete artistic work.

VA:Cr3.1.8a

Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in

progress.

VISUAL ARTS Presenting

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

VA:Pr4.1.8a

Develop and apply criteria for evaluating a collection of artwork for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

VA:Pr5.1.8a

Collaboratively prepare and present selected theme based artwork for display, and formulate

exhibition narratives for the viewer.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.

VISUAL ARTS Responding

Anchor Standard 7: Perceive and analyze artistic work.

VA:Re.7.2.8a
Compare and contrast contexts and media in which viewers encounter images that influence

ideas, emotions, and actions.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Interpret art by analyzing how the interaction of subject matter, characteristics of form and

structure, use of media, art making approaches, and relevant contextual information contributes

to understanding messages or ideas and mood conveyed.

Anchor Standard 9: Apply criteria to evaluate artistic work.

VA:Re9.1.8a

Create a convincing and logical argument to support an evaluation of art.

VISUAL ARTS Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

VA:Cn10.1.8a

Make art collaboratively to reflect on and reinforce positive aspects of group identity.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context

to deepen understanding

VA:Cn11.1.8a

Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.

TPE 1: Engaging and Supporting All Students in Learning

5. Promote students' critical and creative thinking and analysis through activities that provide

opportunities for inquiry, problem solving, responding to and framing meaningful questions, and

reflection.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

5. 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

1. Demonstrate knowledge of subject matter, including the adopted California State

Standards and curriculum frameworks.

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

7. 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

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.