Posts Tagged ‘art education’
#22. a high school art hallway.
Thursday, January 12th, 2012#16. student work- photograms.
Monday, October 18th, 2010photogram: a photogram is an image created on light-sensitive paper without the direct use of a camera- no negatives are involved and therefore no “shooting” is involved. to create imagery, objects and papers of varying translucencies are placed on the light-sensitive paper and exposed to a light source. the various levels of translucency will register shadows and highlights depending on how they are laid out on the paper– this is very similar to a unburn/suntan. if someone is laying out in the sun, and some jerk comes by and takes a stick and lays it on the skin of the person sunbathing, in a couple of hours, the outline of the stick is left behind on that person’s skin.
in some photo classes i’ve taken, this is usually one of the first assignments and is considered to be basic. i think this tends to convey the idea that photograms are simple. this could not be further from the truth. photograms can be complex and challenging.
last year, i started with basic photograms at the beginning of the year and i was not very satisfied with what my students had come up with. so later in the school year, we revisited the photogram. i had my students create photograms using a variety of layers. they had to use a quote as a source of inspiration. the quote could come from anywhere, and pretty much say anything as long as it wasn’t something that’d get me fired. as part of the lesson, i also taught my students how to create high contrast images in photoshop.
if you’re interested, here’s the lesson, and here’s the photoshop tutorial. (right click and click <save as> to download)
here are the requirements for the assignment:
- quote/piece of text that was important to them.
- imagery on tracing paper
- imagery on printer paper
- imagery on acetate
- imagery on opaque black construction paper.
- all 5 were combined to create 1 photogram.
here are some of the samples– some of the samples include the layers that my students used in some of the samples.
sample 1. this one in particular was impressive because this student took the time to draw the details of the gears in the frame and even cut out all the little sprockets.
sample 2.
sample 8.
peace.
#13. found drawings
Wednesday, October 13th, 2010
#10. a series of images i did with my advisees.
Monday, October 4th, 2010i’m an advisor to a group of 23 boys in a high school. advisory is basically high school home room on steroids. we meet everyday, and sometimes we sit there just trying to live with the awkwardness that you can imagine might exist when there’s one adult and 20+ high school kids of the same gender.
this series of photos is something i thought of to try to help us pass the time more interestingly and productively. we took the teacher’s desk and put student desks on top so that i could get a better perspective on the classroom we spend our advisory time in. i shot the portraits with black and white film with a medium format camera– the mamiya 645. i had the boys choose how they wanted to be photographed. it actually was a pretty decent time.
peace.
#8. a new series of images…found drawings
Monday, November 9th, 2009found images are interesting. drawn. painted. scratched. spray painted. etched. rubbed. scribbled. doodled. burned. carved. sometimes they’re conscious. sometimes sub-conscious. sometimes unconscious. they can be thoughtful or thoughtless. sensible or senseless. on tables. paper. walls. trees. bathroom doors. skin. most always they’re simple doodles that are done to pass the time because the person was bored or perhaps it was a way to help them concentrate. sometimes they’re meant to inform. to offend. to annoy. to inspire. to educate. to assert existence. or to insert resistance. they can be for play during work. they can be art or vandalism. they can be intricate or simple. they can be racist. sexist. whatever-ist. in fact, most of the time, they are.
being a teacher, i see many around the school. being an image maker, i’m constantly aware.
if you see some somewhere, share them with me and i will post them here.
here’s a few that i found in a classroom where i teach…
there’s something about that little triangle that i found interesting. why would somebody draw a triangle? was it a conscious thought?
ready 2 party.
that’s a beautiful eye. the detail and care given to the drawing during class says a lot. but what? i don’t know.
peace.
#4. a zine lesson
Sunday, April 20th, 2008i’m currently working with students on a zine project. the topic is based on challenging current assumptions on gender.
i had students read about zines by reading excerpts from Whatcha Mean, What’s a Zine? and showing them the movie A Hundred Dollars and a T-Shirt. then we had a discussion about various topics on gender stereotypes and how they influence how we see the world and we see ourselves. here’s a list of the questions that i posed to them:
- What does it mean to act like a man? What words or expectations come to mind? (e.g., men don’t cry, men are tough, men are strong) Name at least three.
What does it mean to be ladylike? What words or expectations do you think of? (e.g., girls are polite, girls are neat, girls are passive) Name at least three. - Where do we learn these gender roles? What people teach us these stereotypes? People in entertainment? Sports? Media? Where else in society do we find these messages? Name specifics and use at least three examples.
- What names or put-downs are directed at boys when they don’t fit the stereotypes? Or What names are women called if they step out of the stereotype box? Use at least three examples.
- How do these labels and names reinforce these stereotypes?
- How does it feel when we are called these names?
- What do you think the person who is using these put-downs is feeling?
- What are some situations where you may be pressured to “Act Like A Man” or “Be a Lady?” (e.g., for boys, friends may tell you to try a cigarette or participate in a risky activity, to prove that you’re tough, or for girls, you might be prevented from playing a certain sport or you might let someone bully you into doing something that you don’t want to do, because it isn’t “ladylike” to argue or be assertive.)
- How might these stereotypes lead to violence? (e.g., boys might be expected to ‘fight it out,’ rather than ‘talk it out,’ and girls might be expected to put up with bullying, rather than be assertive.)
their zine itself is open to any topic on any gender that they want to focus on. I’ve been on the unit for about a week now. so far i think its been pretty good. i hope that having the discussion and posing these questions to my students will help them. but we’ll see i suppose. i’ve given them an outline for their zine, such as criteria for text and images, layout, where they can get their images, and even how they will bind their zines. we’ll see how it goes. if anyone wants to see the actual lesson plan, let me know, i can email it out.
peace.
