Developing a Repertoire of Skills For Visual Perception and Artistic Response
Taken from the article, "Encouraging Visual Storytelling"
"Perhaps the best reason of all to pursue this form of
visual expression is that it brings forth an authentic voice and gives it an
artful format. In telling a story, no matter how sad, tragic, funny, moving,
remarkable, or ordinary, meaning is constructed visually. In my book, that's
very special." (Olson, J. 1997)
After
reading the chapter on “Developing a Repertoire of Skills For Visual Perception
and Artistic Response”, I found several new techniques, inspiring ideas and
good answers to my questions on how to refine my vision and foster clear
communication through my own art.
I chose the article on page 72 in the Better Practice in
Visual Arts Ed. Book, on “Encouraging Visual Storytelling” The more I think
about art and it’s meaningful relationship to my life and the lives of our
students I feel like storytelling is a simple and primal way to explore and
articulate trough the expressive arts. This article gives many sound reasons,
for using narrative in art practice. The several authors discuss their techniques
and give good probing questions and prompts for how to use the basic properties
of storytelling with children and adults.
“In practice,
narrative skills seem particularly useful in providing a bridge from early
schematic drawing to a more flexible and dynamic language that can express
emotions, action, interaction, special effects, time and weather, all in the
service of story.” (Olson, J. 1997)
“Jerome Brunner has lent even more credibility to the
significance of story. He has arrived at the conclusion that it is through
story that we construct most of the meaning we get from life. We tell stories
to reflect on our everyday experiences, the ordinary and the extraordinary. We
are attracted to stories, which are fun to tell and envision. Some come from
literature, drama, music, myths, legends, and folktales. Some are reinvented, fractured,
recast, or simply revisited in a fresh way. Stories can also be invented out of
imaginary situations and our need to think beyond the limits of our real
experiences. And some stories can come from deep within, spoken from an inner
voice, a kind of dialogue with the self.” (Olson, J. 1997)
“Words and images inspire each other. Students who have the
opportunity to move between visual and verbal symbol systems, as it serves
their needs to construct meaning, can discover the symbiotic and mutually
supportive relationship between the two systems.” (Olson, J. 1997)
* Visual storytelling can come from memory, observation and
experience. Narratives that draw on everyday life provide important
opportunities to reflect upon and find meaning in ordinary as well as
extraordinary experiences.
* Visual storytelling can come from literature and art,
music and drama. Myths, legends, fairy tales, folktales, and history all
provide excellent material that can be retold, recast, fractured, even
reinvented.
* Visual storytelling can come from imagination. Original
stories, myths, tales, and legends may emerge from speculating (what if ...?),
envisioning (past, future, different worlds), and dreaming.
* Visual storytelling can come from within. Opportunities to
work intuitively and reflectively allow the exploration of reactions and
feelings, hopes and fears, connections and relationships, questions and
concerns. Such works can reflect an interplay of the conscious with the
subconscious; the intellect with the emotions.
Taken from the above article:
(Olson, J. 1997)
ART 21: I chose the artist Sarah Sze see the link below:
http://www.pbs.org/art21/watch-now/segment-sarah-sze-in-balance
I found her ideas to fit with many of my own, as far as placing art in unexpected places. She wants the everyday person to notice her art in their daily journey and for it to cause them to pause, look and wonder what it is, what purpose does it serve, or to simply notice what it is made of. Listening to her speak about her process was why I chose her and for the fact that she creates....
"installations
and intricate sculptures from the minutiae of everyday life, imbuing mundane
materials, marks, and processes with surprising significance"
> How will you help
students connect the enduring idea (Art:21Theme) to the students’ lives?
Balance:
As a lesson reflection on
using the theme of Balance and the artwork of Sarah Sze, I would begin to
brainstorm with students by asking them to answer, discuss and journal about
these questions:
*How do we balance our family
and socially expected roles as individuals with the roles we desire to play
out?
*How
do we balance intentional growth and disciplined work with spontaneous
curiosities and improvised play?
*In what ways does Balance appear in our life?
*What are things that we do
or use to help us achieve balance?
*Is Balance important, if
yes, why?
*How does balance work in
your life or in specific activities that you do?
> How will you build the
students’ knowledge base about the enduring idea as it relates to other content
areas as well as to life? (Authentic arts integration)
In integrating the theme of Balance other subjects can be used to show how balance is integral in all things.
Math: balance equations
Social Studies: The balance of learning how to understand and communicate within your personal social group and within the larger multicultural societal group.
Social Studies: The balance of learning how to understand and communicate within your personal social group and within the larger multicultural societal group.
History: The balance of
power, the Checks and Balances principal,
Language Arts: The balance of a proper sentence and between using fact and fiction in story telling
Language Arts: The balance of a proper sentence and between using fact and fiction in story telling
Sports: Balance is key!
> How will you build the
students’ knowledge base about the enduring idea as it occurs in art (art
criticism, art history, aesthetics)?
This is an easy one; I will show different examples and forms of art and ask them to just observe them notes on what they notice of each. I will then refer students back to the basic elements and principals of art and have them view and discuss how each piece specifically uses or doesn’t use balance to communicate an idea or meaning.
> How will you engage
students with exploring, questioning, and problematizing the enduring idea
through art making?
I would start with note
taking, brainstorming with peers, using visual and video resources and watching
Sarah Sze.
They would then do sketches and or mock-ups of their ideas. I would allow them to play with materials and have a day of exploring how to give their idea of balance a form.
They would then do sketches and or mock-ups of their ideas. I would allow them to play with materials and have a day of exploring how to give their idea of balance a form.
