Time

How we view time,

While looking at the images of Annette Lawrence's work and thinking about time, I pondered how I use my time during the day. I thought about my overload of work, school, social life and started to stress out over my time management. Then I thought about my artwork and what I was thinking about doing for my overall project for graduation. I was already thinking about capturing moments in time while working on an art project. I have created a rough example of this already. I was drawing and while drawing, I snapped a photograph of the entire piece once about every 5 minuets. Each picture was a representation of my process and my drawing. It was a time capsule back into my drawing step by step. I put the picture together in iMovie and created a slide show. You can view the slide show in about 3 minuets. In those three minuets, you can see the process and the final image.

I can capture time. I can show time slowed down. And I can fast forward to the final moment.

7 Principles Photos

By Mitch Kern

By Amir Lyles

Art:21 Artist

Art:21 Series artist:

Yinka Shonibare was focused on the theme featured in Transformation.

He grew up in Nigeria and studied art in London. He is known for his costume dioramas that explore current issues of race, and culture identity. He is physically disabled after being paralyzed form a spinal virus he caught as a child. His art employs paintings, sculpture, photography and film.

I can help students connect the idea of transformation to their lives by helping them understand the theme. This artist based his art from the world around him and how he fit within the world. He is disabled and didn’t really grow up in a place where race was an issue. He expressed the transformation of his disability and his culture in his art. I will show the students how Yinka used his art and the culture and history of a place to express his art. We can also look at how he used a story line in his film work, just like they use in Literature.

We can look at the idea of Transformation and compare and contrast this enduring idea to other artists. Art: 21 has a list of other artist under this idea topic. We can view or read about that new artist and relook at Yinka’s artwork. We can also look at different artist backgrounds and history to compare with the theme of Transformation. This way we could research the individual artist’s definitions of the theme of Transformation.

I like the idea of presenting a theme to a whole class and having them base an artwork from that theme. Most of the time we come up with a theme together and discuss the possibilities of where that theme can take us. After viewing and researching a theme, I would be interested to know where my students would go with it. I would prompt them with questions about transformation. We would look at their personal feeling of transformation and how they would express that through artwork. I think if we make it personal a student would become more invested in their work and would explore the theme on their own as well.

Seven Principles

Paul Duncum article about the "new" Seven Principles of Visual Culture Education.

I liked some of the new principles that are presented in this article. Most all the principles, I feel that they overlap and relied too much on the others. For example, I really like the idea at looking at the visual objects in a culture that relate to the Principle of Representation. But Representation needs to include the principles of Ideology, Sedution and Gaze. A viewer is going to view something differently depending on their personal background and relationship to the object being viewed. All of these principles intertwine within the others. The traditional Principles of art education intertwine within each other too. We wouldn't have balance or space, without line or value. Right? I guess I am trying to say that I am at a neutral opinion when it came to this article. Nothing really jumped out to catch my attention and on the other hand, nothing upset me as much as the Kamhi article.

Reflection

Kamhi reflection:
Last night I was reading this article in bed. I was laying down reading it and jotting down a few notes, when the theme of this article hit me and I out loud said, “What!?”. I highlighted, “Visual Culture Studies has no place in art education.” I continued reading waiting for the explanations and the reasoning behind why Kamhi wrote this. I found that it is believed that what Kamhi believes to be “true art” gives both the artist and the viewer reach the same feeling and conclusion of emotions and understanding without any explanation needed. Craft, abstract and others are bogus or failed art. I am nowhere near close to this understanding that Kamhi has. I believe that the viewer and the artist should question and find their own meaning in a work of art. I felt that Kamhi is in a world of his own, reaching these conclusions. The question and answers at the end of the article sealed the deal for me to know that I believe that Visual Culture has a place in art education.
Gude reflection:
On the other hand, “New School Art Styles the Projects of Art Education” by Gude was more in my teaching style.  I read this article at the end of last week. Although the article is not fresh in my mind like the Kamhi’s article, I do like the general theme. This article made me as an art educator questions some of the practices I do in my own teaching. I always ask myself when creating a project and a lesson, what will my students get out of this. I let them choose subjects that have meaning to them and let them create to find meaning in their art. But am I doing enough? The Values that were brought to my attention both solidified my questions about my own practice, but it also formed more questions of, Am I doing enough for the self exploration of my students own understanding and creativity. I believe that I am, but as a teacher I think that I will always have this question in my mind.