ART 211
Studio Assignment
Untraditional Photo Manipulation
with 2-D Mediums
March 2019
1A understands the elements of design: color, form, line, shape, space, texture, and value
1B understands the principles of design: balance, contrast, harmony, movement, pattern, repetition, rhythm, and unity
1C understands the expressive qualities and communication of ideas
Evidence: These two 4x6 inch pieces are student examples for a unit plan I co-taught for a photography class at Bloomington High School in Bloomington, Illinois.
Description: The unit plan focused on untraditional photo manipulation, and one of the ways this can be done is by using 2-D mediums to alter a photograph. It required collaging an original black and white photograph to a new environment illustrated with pen and acrylic paint. The students needed to select a theme they found interest in and apply it to both of their works. In my examples, I was interested in this dream-like tone with an emphasis of outer space. On the left, I used both pen and acrylic paint to develop a surreal space above the girl wandering down an empty staircase. On the right, I have placed a photograph of myself on top of a translucent moon, where it expresses warm hues. There are gold lines extending from my body to highlight the state I am in.
Rationale: This specific way of manipulating photographs focuses on the elements of space. The photograph, which I cut and pasted, originally becomes the positive space against a plain background. With the depictions of the planets and the moon, the project purposefully creates question on which areas are actually positive and negative space. The examples I have made also show the use of line through the drawing of the hands, and the gold rays that extends from the body. Because the project requires the students to print their photo in black and white, it highlights the design principle of contrast. One can easily depict the painted areas from photograph due to the variety in mediums, and color. Within the lesson, I challenged myself and the students to depict a background and find ways they could effectively communicate that to the audience as well. My example had surrealist qualities to it that contributed to my intentions of a dream-like tone.
Studio Assignment Self-Assessment
Reflection (formative assessment)
and Rubric
Reflection
Rubric
April 2019
3A understands media and tools and how to use them in a safe and responsible manner. 1G analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Evidence: The documents above are elements that contribute to the unit plan I co-taught at Bloomington High School. On the left includes a reflection of the teacher example I created. Attached on the right is a rubric that I used to grade the students' work.
Description: The reflection above is a written example in response to the work I created for my unit-plan. It is supposed to show students my expectations for a reflection after they have completed their project. They are to answer questions 1-2, and then respond to two questions of their choice. Besides the first question, the responses are to be two to three sentences for each question.
Rationale: Responding to my own work caused me to reflect if my examples fit with my own objectives and rubric. I analyzed how the techniques I used contributed to my intended theme. I also became aware of the changes I would make that would allow me to more effectively convey my dream-like tone for next time.
Artist Handouts
Tawny Chatmon - Photographer
March 2019
2A: understands how to compare and contrast elements, principles, and tools in two or more visual artworks.
2B: understands how to compare and contrast artworks in two or more fine arts that share processes.
2E: expressive ideas, similar themes, historical periods, or societal contexts.
5G: analyzes and evaluates similar and distinctive characteristics in and among the arts. Analyzes the function of the visual arts in various eras and cultures.
5A: understands how the visual arts function in a cultural and societal context.
1G: analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Evidence: The three documents to the right include resources that were used for the unit plan I co-taught at Bloomington High School. At the top, there is a handout I created on Tawny Chatmon, a digital photographer, which I discuss in week two of the unit plan. The PDF in the middle, is the three-week unit plan my peers and I created. The last document includes a handout I made for the high school students, which breaks down the instructions of the project I organized.
Description: These resources contribute to the unit plan's central focus of "Alternative methods of photo manipulation to challenge representation and expectations of digital media". The handout on Tawny Chatmon includes details on the photographer, and how she uses two-dimensional mediums, as well as digital collage, to manipulate her photographs. It also includes vocabulary and discussion questions that relate to Chatmon's work. I used Tawny Chatmon to influence my portion of the unit plan, where students are using mixed-media to collage an original photograph with a painted background. The student instruction are half sheets for students to reference in case they forget the steps they need to take to complete the project.
Rationale: The information given in the artist handout organizes the necessary content I want students to comprehend. The handout on Tawny Chatmon required extensive research, which deepened my understanding of all the details she decided to incorporate in her work. The includes her interest in portraiture from art historical eras, her Black identity, and mixed-media. In my handouts, I was able to condense all this information, which can be furthered through discussion questions, and comparing/contrasting Chatmon's work to similar artists.
Student Instructions
Unit Plan
Tawny Chatmon Handout
Drawing Color Lines Reflection Paper
February 2019
5F analyzes how the visual arts do and have been used to inform and persuade.
Evidence: The document to the right is a one and a half page reflection on Olivia Gude's article Drawing Color Lines.
Description: For this reflection, I was required to read Drawing Color Lines, and analyze key concepts Olivia Gude described in her article. The article discussed the idea of color symbolism and the effects of it in a classroom. My reflection highlights the importance of color symbolism and the possible interpretations, which may be different across cultures.
Rationale: By writing a reflection on Drawing Color Lines, I was able to comprehend the idea of color symbolism, which I was unaware of before. This proves how easily persuaded I was by the visual arts without being conscientious of the effects it has. In my article, I mention the efforts I hope to carry if I were to create lessons that focused on the connotation of color, because of how society has shaped us to see them.
Professionalism, Advocacy, Leadership: Pal 1
National Art Education Association's National Convention
Boston, MA
March 2019
7G understands the need for continuing study, self evaluation, and professional growth.
Evidence: The three photos above were taken in Boston, Massachusetts during the National Art Education Association Convention. At the convention, I attended a session with Yary Livan, a Cambodian ceramicist, as the speaker. The two outer photos are of his work, and the artist during the interview.
Description: The National Art Education Association's (NAEA) National Convention is a large annual event that invites art educators from around the country to participate in professional development workshops. It is held at a different location every year, and receives about three to six thousand attendees. During this weekend, I attended several pre-service sessions, where I gained information on how to have a successful interview and start to my career. I also attended a pre-service session that allowed me to meet other pre-service members who run their NAEA student chapter at their school. The other workshops I attended had a focus on multiculturalism in art education, specifically in museums, or the lessons found on Pinterest.
Rationale: Attending the NAEA National Conference allowed me to learn from those who have a large amount of experience, and did extensive research to what they were presenting. There were hundreds of workshops available, and I was able to choose what interested me the most in my teaching. These specific workshops were aiding me to build the teaching voice that I want to display. Overall, the NAEA National Convention was a privilege to attend, because of the incredible information I received from those who share the same passion.
Professionalism, Advocacy, Leadership: Pal 1
Senior Art Education Show
March 2019
7G understands the need for continuing study, self evaluation, and professional growth.
Evidence: The photos above are student works from the Senior Art Education Show held in Transpace at the Center of Visual Arts.
Description: In March of 2019, I attended the Senior Art Education show, which displayed the works of Seniors in the Art Education program. At this exhibit, I was able to see the variety of talent within this class. I was completely blown away from the work these students were able to produce within their time at Illinois State University. I understand how difficult it could be balancing studio work with the art education courses.
Rationale: My visit to the Senior Art Education Show not only supports the seniors and their works, but caused me to be aware of what to expect for next year, when I participate in the same show. At the exhibit, I was able to spend some time studying a few of the pieces I was attracted to. This affected my own creative influences, and encouraged me to practice interpreting art rather than seeing it for what it is.
Professionalism, Advocacy, Leadership: Pal 2
Photography Lab Technician
Spring 2019
7N advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Evidence: The photo above takes place during my shift as a photography lab technician in the film lab of the Center of Visual Arts at Illinois State University.
Description: As a photography lab technician, I supervised both digital and film labs for three hours every Sunday for the spring semester of 2019. I carried out duties of preparing chemicals, organizing work stations, and answering any questions the students may have. I also enforced lab rules. This unpaid opportunity was offered to me after my completion of the Photography I course.
Rationale: I saw the position of being a photo lab technician as a way to maintain my practice, and increase my knowledge in film photography. The benefit of being a lab tech is having access to work on my personal work beyond the photography course I took. The skills I have learned can be applicable if I were to teach digital or film photography.
Professionalism, Advocacy, Leadership: Pal 2
Student Annual at University Galleries
April 2019
7N advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Evidence: The photos above take place at University Galleries in Normal, Illinois during the opening reception of Illinois State University's Student Annual. My acrylic painting, Interweaving, was displayed in this show.
Description: The student annual is an exhibition, which features student artworks from Illinois State University, and is juried by professionals outside of the school. My acrylic painting, Interweaving, was selected to be on display for the show. This piece examines the connection I have with my cultural identity as a Lao-American. I am specifically focused on using traditional cultural arts to translate this idea. In my recent work, including this painting, I am most interested in the level of cultural purity I want to portray throughout my life.
Rationale: Being featured in the student annual was one of my most notable achievements as an artist. It furthers my experience as an artist, because I am participating in shows. As a future art educator, I find it important to never lose touch with my artistic side, and to challenge it. One can easily let an opportunity pass, because they have other priorities. I need to acknowledge that my personal work is what started it all and led me to pursue art education.
