It is important for all teachers to incorporate art into their curriculum. The TETAC project greatly influenced art and art teachers. It is important that students learn and understand art. I think art standards limit what art teachers can teach to their students. When teachers have to teach so many standards, I feel like it puts them in a box. The teachers are restricted to just teaching those standards and most of them do not have time to teach anything else that they feel is important. There are five key components of the development process from the TETAC curriculum. Unit Foundations, Content, Instruction, Assessment and Design are the five that make up "The Big Five." It is important for teachers to choose curriculum wisely and make good decisions about what they are going to teach. All teachers teach differently and different curriculum works for different teachers.
We started class by talking about family photo experiences. We talked about how we wore certain shirts or funny moments that happened while taking these photos. Next, we took a look at some examples of some awkward family photos. This is where African painting was introduced.
To understand some terms we did a project. We received a blank piece of paper and a number 2 pencil. We folded our paper in half left to right. This is where we learned about contour drawings. Contour is french for outline. Contour drawing is when you look at something in front of you and draw an outline using observations. Ms. Mai drew an example on the whiteboard, then it was our turn. Next, we learned about blind contour drawings. Ms. Mai did an example on the whiteboard first. A blind contour is when you solely focus on the object and do not look at your paper. We tried this on the other side of the paper, drawing the same object. After we completed our blind contour, we made observations and talked about muscle memory. Artist do blind contours for practice.
After we did our first project, we moved onto our second project shown above. We folded a piece of paper into four equal sections. There were objects at all four tables in the classroom. We had one minute at each table to
(Starting with the postcard in the upper left and going left to right down each line)
1. Line- This postcard has many vertical and horizontal lines all over the postcard.
2. Shape- This postcard uses the geometric shape of a circle to create the image.
3. Color- There is a wide variety of colors on the spectrum throughout this postcard.
4. Value- This postcard was a good example of value because one side is completely black and it fades to make the face in white.
5. Space- The artist used negative space to create the feeling of space in this postcard.
6. Texture- The water droplets on the tarp make this postcard look real.
7. Form- This postcard makes you think that you could pick up the object if it was in front of you.
(Starting in the upper left hand corner and going from left to right on each line)
1. Balance- This is a good example of balance because the fish are symmetrical and balance each other out.
2. Contrast- The black and white of this postcard contrast each other well.
3. Emphasis- The distinct focal point in this postcard is the eye and that is the emphasis of the piece.
4. Movement- This postcard makes your eyes go in a specific route after the focal point; from the woman to the shadow.
5. Pattern- This postcard uses lines to create a figure eight pattern on this postcard.
6. Rhythm- There is a straight, rough rhythm from the use of straight lines on this postcard.
7. Unity- This blues and yellows contrast each other, there is texture in this piece, value from the different shades of blue and yellow, there is a good use of straight and curvy lines, color is bright, there is positive space, and all of these elements and principles make this postcard look complete.
I really enjoyed art in elementary school. My art teacher 3rd-5th grade was a great teacher. She taught us a variety of artists, paintings, types of art, different eras of art and so much more. When it was art time, she would come into our classroom and bring a cart with her supplies on it. One specific project that I remember doing was when we learned about Michelangelo. She taught us that he did some of his paintings lying down. I remember thinking how interesting that was and how hard that might have been. My teacher had us tape a piece of paper under our desk. We had to lie underneath our desk and try to draw something on the paper. I was always excited on art days. This was always something that I looked forward too.
I enjoyed this project. I feel like it went very well. When our group first started we did not have a plan. Some of us just started cutting out shapes. Once we had some shapes cut, we started to make a plan. I liked having a plan better than not having a plan. The progress moved quickly. At the beginning we were slower than towards the end. After we made a plan it went faster as well. I was a follower in this project. I was willing to do whatever needed to be done. I would not change that looking back now. I think we had a good number of leaders and followers.
I thought this was a successful project. I feel like ours was pretty neat. I also believe that we fulfilled the task and that it is a strong example of radial design. I love the finished project. I also liked how well our team worked together.
Some of the benefits of working with a team on one task is: there are more people to do things, different ideas, and you can get more accomplished in a short period of time. Some of the challenges of working with a team on one task is: there are more opinions, there can be more leaders than followers, and there can be arguing about who wants to do what. I feel like students would enjoy this. I think it will help students with communication skills, art skills, fine motor skills and enjoy it all at the same time.