Breannah Gammon

ART 135
Reflection #4
4/6/17

In this studio investigation, entitled Lifes Deal: Deck of Cards, the ART 135 class-

made up of both pre-credential students and credential students all learning about art education at

the secondary level- completed a project dealing with risk and reality. First, we completed a

questionnaire with questions that were designed to inspire images, thoughts, and symbols.

Some examples of the questions are, What are some things about you and your life that you

wish were different? What are some risks you have taken in your life that you felt have paid

off? What did you learn from them? and What do you feel you have control of in your life?

Each student answered three of these questions on paper then chose one question that generated

the most emotion and inspired them the most. With this inspiration, students created three

symbols or images that represented some things that we expressed in our answer. Next, we

reviewed the big idea of this investigation, risk and reality, by going over key concepts and

essential questions regarding risk and reality. With the conceptual groundwork laid, the class

then participated in VTS of three paintings by Hollis Sigler, then discussed her life and how it

influenced her work. Next the class began making one to three collages out of magazine cut outs

that all had to with risk and reality. The class cut out their parts and then adhered them to a small

piece of cardboard with mod podge. Students were encouraged to think about aspects of art

previously discussed like color codes, dealing, collage, consistency of visual language;

intentionality, juxtaposition, layers, and symbols while constructing their collage. Students then
created personalized cards using their given suit and the symbols they created in the

questionnaire. This second step was done in oil pastel.

I would use this studio investigation in my own secondary classroom. I think that it

provides an opportunity for students to do a great deal of self-reflection which leads to deeper

meaning making in their art pieces. I may alter it slightly by asking the students to bring in

images printed out having to do with risk and reality possibly instead of or in addition to using

images torn out of magazines. This way, students can come prepared to class and wouldnt have

to go through magazines to find relevant images; something I found particularly difficult while

doing my own project. Another way that this project could be modified is to use acrylic paint

instead of oil pastel, some students may find it easier to work on the small scale in a medium that

isnt as restricting as oil pastel.

National Core Art Standards, Anchor Standards:

Creating- VA:Cr1.2.Ia - Shape an artistic investigation of an aspect of present-day life

using a contemporary practice of art or design.

Presenting- VA:Pr6.1.IIa - Make, explain, and justify connections between artists or

artwork and social, cultural, and political history.

Responding- VA:Re.7.1.IIIa - Analyze how responses to art develop over time based on

knowledge of and experience with art and life.

Connecting- VA:Cn11.1.Ia - Describe how knowledge of culture, traditions, and history

may influence personal responses to art.

Teacher Performance Expectations:

 TPE 1- 5. Promote students' critical and creative thinking and analysis through activities

that provide opportunities for inquiry, problem solving, responding to and framing

meaningful questions, and reflection.

TPE 2- 2. Create learning environments (i.e., traditional, blended, and online) that

promote productive student learning, encourage positive interactions among students,

reflect diversity and multiple perspectives, and are culturally responsive.

TPE 3- 1. Demonstrate knowledge of subject matter, including the adopted California

State Standards and curriculum frameworks.

TPE 4- 2. Understand and apply knowledge of the range and characteristics of typical and

atypical child development from birth through adolescence to help inform instructional

planning and learning experiences for all students.

TPE 5- 3. Involve all students in self-assessment and reflection on their learning goals

and progress and provide students with opportunities to revise or reframe their work

based on assessment feedback.

TPE 6- 2. Recognize their own values and implicit and explicit biases, the ways in which

these values and implicit and explicit biases may positively and negatively affect teaching

and learning, and work to mitigate any negative impact on the teaching and learning of

students. They exhibit positive dispositions of caring, support, acceptance, and fairness

toward all students and families, as well as toward their colleagues.