Protest Art
Living in Paradise
This piece was created through collaboration with another classmate. We were inspired by the issue of Hawaii's high cost of living. Since it costs so much too live here, our time is spent working to afford it instead of being spent enjoying its beauty.
Art Production Experience Reflection
I can document and reflect upon the mini-lessons and art production experiences I completed this semester in ITE 326, Visual Arts, Elementary.
I can create a title for this art experience:
Protest Art
I can describe the instructional strategies used as a motivation for creating my own work of art:
The instruction motivated me to create my own work of art because I was able to make the protest sign of an issue that I cared about.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
HCPS III Benchmark FA.DP.2.3 How the Arts Communicate: Identify symbols, themes, and metaphors and produce original works of art to communicate an opinion, an idea, or an issue
I can list the materials I used:
Large paper, pastel coloring sticks, pencil, eraser,
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I couldn’t really think of a topic I felt strongly about, but luckily my partner had many ideas. When we picked one we bounced ideas off of each other. I would draw and draft and he would brainstorm different ideas. Working with a partner made the project more interactive and fun. I would encourage pairs of students to encourage each other with kind words and support.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
1. Younger students can look in-depth at posters around school and analyze what message they give. They can create their own poster with their own message.
2. Young students can create catch phrases (protest messages) to put on signs instead of drawing.
I can list 2-3 different ways to integrate other subject matter into this lesson:
1. Protest art could be integrated into social studies lessons on political issues
2. Protest art could be integrated with writing to describe the symbolism/hidden meanings
I can list 2-3 teaching skills that I can use as a teacher from this lesson:
1. Ask guiding questions to direct student attention as desired
2. Have students draw a draft before starting on the real paper
I can attach a photograph of my completed artwork: √ Yes No
I can create a title for this art experience:
Protest Art
I can describe the instructional strategies used as a motivation for creating my own work of art:
The instruction motivated me to create my own work of art because I was able to make the protest sign of an issue that I cared about.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
HCPS III Benchmark FA.DP.2.3 How the Arts Communicate: Identify symbols, themes, and metaphors and produce original works of art to communicate an opinion, an idea, or an issue
I can list the materials I used:
Large paper, pastel coloring sticks, pencil, eraser,
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I couldn’t really think of a topic I felt strongly about, but luckily my partner had many ideas. When we picked one we bounced ideas off of each other. I would draw and draft and he would brainstorm different ideas. Working with a partner made the project more interactive and fun. I would encourage pairs of students to encourage each other with kind words and support.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
1. Younger students can look in-depth at posters around school and analyze what message they give. They can create their own poster with their own message.
2. Young students can create catch phrases (protest messages) to put on signs instead of drawing.
I can list 2-3 different ways to integrate other subject matter into this lesson:
1. Protest art could be integrated into social studies lessons on political issues
2. Protest art could be integrated with writing to describe the symbolism/hidden meanings
I can list 2-3 teaching skills that I can use as a teacher from this lesson:
1. Ask guiding questions to direct student attention as desired
2. Have students draw a draft before starting on the real paper
I can attach a photograph of my completed artwork: √ Yes No