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Katherine Stenglein Visual Arts K-12
Innovation in the Visual Arts
Teaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Elementary Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . .
Secondary Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Extra Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . .Innovation in the Visual Arts
Table of Contents
Fieldwork Assistantship at Duzine Elementary
54
3
21
1. My students will reflect on art's evolving role in society.
a) Students will examine works of art through the scope of different areas of thought (ie:
religions, psychologies, politics, sciences, economics, etc.) and historical context.
b) Students will be exposed to fine art, commercial art, and crafts.
c) Students will articulate the role of art in their personal lives.
2. My students will practice using external sources (of inspiration) in their work.
a) Students will react and respond to current events.
b) Students will create visual dialogues in response to other artists' works.
c) Students will explore controversial topics from diverse perspectives.
3. My students will develop their own visual language.
a) Students will understand art is as much about personal style as it is about accuracy.
b) Students will experiment with a wide range of mediums to find which “speak” to them.
c) Students will work in a professional manner that includes concept development.
4. My students will become more worldly citizens.
a) Students will come to appreciate different cultures by exploring them through art.
b) Students will build confidence in their personal voice by practicing expressing themselves.
c) Students will develop tolerance by analyzing the art (differing perspectives) of others.
5. My students will personally connect with the art they make.
a) Students will convey their artistic aspirations in writing.
b) Students will discuss their work with others for support and suggestions to grow.
c) Students will make art that is meaningful to them – “identifiable without a name.”
Teaching Philosophy
1. My students will reflect on art's evolving role in society.
a) Students will examine works of art through the scope of different areas of thought (ie:
religions, psychologies, politics, sciences, economics, etc.) and historical context.
b) Students will be exposed to fine art, commercial art, and crafts.
c) Students will articulate the role of art in their personal lives.
2. My students will practice using external sources (of inspiration) in their work.
a) Students will react and respond to current events.
b) Students will create visual dialogues in response to other artists' works.
c) Students will explore controversial topics from diverse perspectives.
3. My students will develop their own visual language.
a) Students will understand art is as much about personal style as it is about accuracy.
b) Students will experiment with a wide range of mediums to find which “speak” to them.
c) Students will work in a professional manner that includes concept development.
4. My students will become more worldly citizens.
a) Students will come to appreciate different cultures by exploring them through art.
b) Students will build confidence in their personal voice by practicing expressing themselves.
c) Students will develop tolerance by analyzing the art (differing perspectives) of others.
5. My students will personally connect with the art they make.
a) Students will convey their artistic aspirations in writing.
b) Students will discuss their work with others for support and suggestions to grow.
c) Students will make art that is meaningful to them – “identifiable without a name.”
1. My students will reflect on art's evolving role in society.
a) Students will examine works of art through the scope of different areas of thought (ie:
religions, psychologies, politics, sciences, economics, etc.) and historical context.
b) Students will be exposed to fine art, commercial art, and crafts.
c) Students will articulate the role of art in their personal lives.
2. My students will practice using external sources (of inspiration) in their work.
a) Students will react and respond to current events.
b) Students will create visual dialogues in response to other artists' works.
c) Students will explore controversial topics from diverse perspectives.
3. My students will develop their own visual language.
a) Students will understand art is as much about personal style as it is about accuracy.
b) Students will experiment with a wide range of mediums to find which “speak” to them.
c) Students will work in a professional manner that includes concept development.
4. My students will become more worldly citizens.
a) Students will come to appreciate different cultures by exploring them through art.
b) Students will build confidence in their personal voice by practicing expressing themselves.
c) Students will develop tolerance by analyzing the art (differing perspectives) of others.
5. My students will personally connect with the art they make.
a) Students will convey their artistic aspirations in writing.
b) Students will discuss their work with others for support and suggestions to grow.
c) Students will make art that is meaningful to them – “identifiable without a name.”
1. My students will reflect on art's evolving role in society.
a) Students will examine works of art through the scope of different areas of thought (ie:
religions, psychologies, politics, sciences, economics, etc.) and historical context.
b) Students will be exposed to fine art, commercial art, and crafts.
c) Students will articulate the role of art in their personal lives.
2. My students will practice using external sources (of inspiration) in their work.
a) Students will react and respond to current events.
b) Students will create visual dialogues in response to other artists' works.
c) Students will explore controversial topics from diverse perspectives.
3. My students will develop their own visual language.
a) Students will understand art is as much about personal style as it is about accuracy.
b) Students will experiment with a wide range of mediums to find which “speak” to them.
c) Students will work in a professional manner that includes concept development.
4. My students will become more worldly citizens.
a) Students will come to appreciate different cultures by exploring them through art.
b) Students will build confidence in their personal voice by practicing expressing themselves.
c) Students will develop tolerance by analyzing the art (differing perspectives) of others.
5. My students will personally connect with the art they make.
a) Students will convey their artistic aspirations in writing.
b) Students will discuss their work with others for support and suggestions to grow.
c) Students will make art that is meaningful to them – “identifiable without a name.”
1. My students will reflect on art's evolving role in society.
a) Students will examine works of art through the scope of different areas of thought (ie:
religions, psychologies, politics, sciences, economics, etc.) and historical context.
b) Students will be exposed to fine art, commercial art, and crafts.
c) Students will articulate the role of art in their personal lives.
2. My students will practice using external sources (of inspiration) in their work.
a) Students will react and respond to current events.
b) Students will create visual dialogues in response to other artists' works.
c) Students will explore controversial topics from diverse perspectives.
3. My students will develop their own visual language.
a) Students will understand art is as much about personal style as it is about accuracy.
b) Students will experiment with a wide range of mediums to find which “speak” to them.
c) Students will work in a professional manner that includes concept development.
4. My students will become more worldly citizens.
a) Students will come to appreciate different cultures by exploring them through art.
b) Students will build confidence in their personal voice by practicing expressing themselves.
c) Students will develop tolerance by analyzing the art (differing perspectives) of others.
5. My students will personally connect with the art they make.
a) Students will convey their artistic aspirations in writing.
b) Students will discuss their work with others for support and suggestions to grow.
c) Students will make art that is meaningful to them – “identifiable without a name.”
“The object of education is to prepare the young to educate themselves throughout their lives.”
-Robert Hutchins
Lesson PlansElementary Lessons
Secondary Lessons
- Tactile Translations: Students make texture collages of personal significance after learning about Helen Keller and blindness. (Enrichment: Women’s History, Tolerance)
- Story Quilts: Students make personal patches that are grouped together to make a class quilt, after reading Faith Ringgold’s “Tar Beach”. (Enrichment: Reading, Community, Diversity)
- Wood Construction: Students make wooden sculptures from scrap wood after learning about the the found-object art of Louise Nevelson and El Anatsui. (Enrichment: Recycling, Diversity)
- Identity Campaign: Students make an imaginary company and develop logos, business documents, and product advertisements, after learning about logo design, and color psychology across cultures. (Enrichment: Diversity, Occupations, Media Awareness)
- Commission Work: Students complete a variety of projects as they are hired by school groups and local businesses to create different design work. The class runs itself as a mock design firm. Students learn about diverse artists and skills where applicable. (Enrichment: Business, Diversity, Idea Development)
- Exquisite Flash: Students make Flash animations in the collaborative style of an Exquisite Corpse, after learning about the Surrealist art movement. (Enrichment: Flash Software, History)
Students at work on Tactile Translations lesson
Tactile Translations“A Picture Book of Helen Keller” by David Adler, was read to the children, and they were invited to participate, blindfolded, in a few sensory exploration exercises intended to provide them with a compassionate knowledge-base with which to regard the sensory disabled, and further their understanding of how their five senses can be involved in art.
Armed with this knowledge, they wrote a simile poem about a memorable experience in terms of touch, taste, and smell. They then proceeded to make a sketch of the memory, which was then turned into the final product, a tactile collage.
On left, clockwise: blindfolded for sensory exercises; feeling and describing; Adler’s book
Tactile Translations Tactile Translations
When Me and My Dad Went Fishing
The rock was as smooth as a desk.The water was as clear as the air.The trees were as bush as grass.
The sun was as bright as water,Me and my dad had a blast.
Rough sketch of memory
Simile poem
Tactile Translations Tactile Translations
Finding a Memory
My brain is as blank as snow.The pencil is as sharp as a knife.
The eraser is as smooth as a table top.
The minutes are dragging as slow as a turtle,poetry is complicated.
Finished Works
Story QuiltsThrough reading Faith Ringgold’s “Tar Beach,” students learned about story quilts and then proceeded to draw their own quilt patch, adorned with real quilting squares. The patches featured an event/story from their family, which thus challenged them to communicate information visually. The assignment also gave us the opportunity to discuss the different types of families students may have.
Individual patches were then arranged and combined into a class quilt, in order to visually facilitate understanding of the concept of community/family. We then discussed different types of com-munities with particular emphasis on underlying similarity.
On left: Completed quilt
Story Quilts Story Quilts
Top: Meeting with students individually;Left: Illustrations from “Tar Beach”
Right: Student patches
Wood ConstructionStudents constructed 3-D sculptures out of scrap-wood and glue, and then proceeded to create ‘spaces’ for them. It was explained to the students that many large sculptures begin as small models, and are often designed with a particular envi-ronment in mind.
Prior to this, they were taught about found-object sculpture through the abstract art of professional artists Louise Nevelson and El Anatsui. Found-object art was also discussed as a means of recycling scraps from various products, and thusly as a way to help the environment.
Wood Construction Wood Construction
Right: Students visited one another to discuss work.
Identity CampaignStudents created an brand “identity” for a fictional company, providing a fictional product/service. They learned how many companies create and execute consistent brand identities, while still incorporating variety and novelty into their product cam-paigns.
Students went through the various steps of professional brain-storming, and at the end of the lesson had executed a logo, com-pany name, slogan, visual identity (business card, letterhead, and ad) and a physical mock “product”.
On left, clockwise: Student critique wall; brainstorming worksheet; logo design
Spread: Final student projects
Identity Campaign Identity Campaign
Commission WorkAs a class, students assumed the role of an active freelance de-sign firm. As such, they received client requests for logos, murals, posters, etc. from within the school local community business-es and organizations. Through this they learned about meeting client needs, plan properly to meet deadlines, process invoices, delegate responsibility, and maintain finances (at pennies to the dollar).
Projects varied according to the needs of the school/community. For this specific task, students completed five murals commis-sioned by the YMCA, which celebrate the history of the commu-nity group as well as locations within the county. They looked to the narrative murals of Diego Rivera for inspiration.
Commission Work Commission Work
Murals in progress
Students developing concepts
Exquisite FlashStudents made a collaborative frame-by-frame flash animation in the style of an exquisite corpse (a parlor game used by the surrealists to tap into the ‘collective’ subconscious). Through the project students learned about Surrealist Art, “exquisite corpses”, and began to grasp the basics of Adobe Flash software.
They each worked on three different animations total, and added titles, credits, and a soundtrack to one of them. To watch one of the videos, go to: http://youtu.be/f_dXFTMEjD8
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Brainstorming and storyboarding
SUNY New Paltz: Unofficial Transcripts
AWARDED: 5/2011
Pratt Institute: Unofficial Transcripts
Innovation in the Visual Arts
Innovation in the Visual Arts
