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Protest Art in Studio Art 3H: The Art of Crafting Your Message
How can we use the language of art to explore our feelings and beliefs? What do I care about and how can I bring that idea to life? 我想要传达什么?
These are just a few of the questions that 皮普’s Studio Art 3 Honors students grappled with as they completed their protest art assignments. 不同于激进主义, 这就提出了一个解决方案, protest art is about noticing something that needs attention and then using art to bring it into focus.
当他们开始这个项目的时候, the eleventh and twelfth grade artists were ready to think about what they wanted to bring attention to. 通过自主学习项目, 工作室II和工作室IIH课程中的一个单元, students had practice to prepare them for a project of this scale. A lot of the curriculum leading up to the independent study in Studio Art III, which runs concurrently with the Protest Art project, 给学生更多的自由做他们想做的事情, 他们想说什么, 以及他们想怎么说. Communicating effectively and creatively in a range of forms, 有不同的受众, 这是我们学生的一个目标. This particular long-term assignment is about helping students define something that matters to them and then deciding the best way to say it through art.
塔尼亚·奥唐纳, this was a project that has been waiting for the right group of students: the group who would have lots of opinions and ideas and want to share them in a big way. In this case, in the large windows of the Chris Wagner 艺术 Center, both outward- and inward-facing.
The idea for the project was born out of the Summer Symposium for teachers (led by Director of Curricular Innovation Wendy Eiteljorg ’86) that Ms. 奥唐纳几年前在希普利就读. While the art curriculum strives to help students develop their voices as artists by their junior and senior years, 这是她第一次来. 奥唐纳 and the students to take this particular approach.
当学生们组装他们的作品时, they explored their own feelings and beliefs and may have come to different understandings from what they originally thought. The process also included asking others to look at their piece to see how their message was coming across, and whether it was drawing attention to their issue in the way they were hoping. The responses helped the artists to clarify their message or the direction for the inside piece. It was a way for the students to have an informal critique from non-art students, “他们明白我想说什么吗, or do only the people who know what I am trying to say see the message?”
The artists have talked about the difference between subject matter and content in Studio Art 2, but they really began to engage with the idea of 他们想说什么 with their art and how they want to communicate it in the fall of this Studio 3 course. By linking ideas across disciplines to address real world problems, students are able to find their own process and discover their voice as an artist to speak about something they care about. “学生 are building a language of art with their visual choices in order to have a conversation with the viewer, either through the materials they are using or the imagery they are portraying in their pieces,她解释道。. 奥唐纳. “对于艺术来说，作品是由观众完成的.”
回来
These are just a few of the questions that 皮普’s Studio Art 3 Honors students grappled with as they completed their protest art assignments. 不同于激进主义, 这就提出了一个解决方案, protest art is about noticing something that needs attention and then using art to bring it into focus.
当他们开始这个项目的时候, the eleventh and twelfth grade artists were ready to think about what they wanted to bring attention to. 通过自主学习项目, 工作室II和工作室IIH课程中的一个单元, students had practice to prepare them for a project of this scale. A lot of the curriculum leading up to the independent study in Studio Art III, which runs concurrently with the Protest Art project, 给学生更多的自由做他们想做的事情, 他们想说什么, 以及他们想怎么说. Communicating effectively and creatively in a range of forms, 有不同的受众, 这是我们学生的一个目标. This particular long-term assignment is about helping students define something that matters to them and then deciding the best way to say it through art.
塔尼亚·奥唐纳, this was a project that has been waiting for the right group of students: the group who would have lots of opinions and ideas and want to share them in a big way. In this case, in the large windows of the Chris Wagner 艺术 Center, both outward- and inward-facing.
The idea for the project was born out of the Summer Symposium for teachers (led by Director of Curricular Innovation Wendy Eiteljorg ’86) that Ms. 奥唐纳几年前在希普利就读. While the art curriculum strives to help students develop their voices as artists by their junior and senior years, 这是她第一次来. 奥唐纳 and the students to take this particular approach.
当学生们组装他们的作品时, they explored their own feelings and beliefs and may have come to different understandings from what they originally thought. The process also included asking others to look at their piece to see how their message was coming across, and whether it was drawing attention to their issue in the way they were hoping. The responses helped the artists to clarify their message or the direction for the inside piece. It was a way for the students to have an informal critique from non-art students, “他们明白我想说什么吗, or do only the people who know what I am trying to say see the message?”
The artists have talked about the difference between subject matter and content in Studio Art 2, but they really began to engage with the idea of 他们想说什么 with their art and how they want to communicate it in the fall of this Studio 3 course. By linking ideas across disciplines to address real world problems, students are able to find their own process and discover their voice as an artist to speak about something they care about. “学生 are building a language of art with their visual choices in order to have a conversation with the viewer, either through the materials they are using or the imagery they are portraying in their pieces,她解释道。. 奥唐纳. “对于艺术来说，作品是由观众完成的.”
冰球突破豪华版游戏是一所私立学校, coeducational day school for pre-kindergarten through 12th grade students, 位于布林茅尔, PA. 通过我们对卓越教育的承诺, we develop within each student a love of learning and a desire for compassionate participation in the world.
