6/6/14
Assignment:
Read:
Outcome III: Facilitating Engagement with the Art-Making Process in Visual Arts Education by Carroll, K. & Tucker, J. (2007). (PDF: http://www.aems-edu.org/PDFs/Better_Practices_Visual_Arts.pdf)
Find an article to discuss about this topic.
*Write topic reflection about your article on your blog.
On the web go to: http://judychicago.arted.psu.edu/dpcp/
Choose one of the curriculum encounters for Judy Chicago’s Dinner Party. Link it on your blog and reflect on the encounter and its potential for an art experience. Be prepared to share with class.
Outcome III: Facilitating Engagement with the Art-Making Process in Visual Arts Education by Carroll, K. & Tucker, J. (2007). (PDF: http://www.aems-edu.org/PDFs/Better_Practices_Visual_Arts.pdf)
Find an article to discuss about this topic.
*Write topic reflection about your article on your blog.
On the web go to: http://judychicago.arted.psu.edu/dpcp/
Choose one of the curriculum encounters for Judy Chicago’s Dinner Party. Link it on your blog and reflect on the encounter and its potential for an art experience. Be prepared to share with class.
Read & React
Judy Chicago's Dinner Party
Encounter 1 - Table Talk
The Dinner Party is an art installation with an enormous triangular table, 48 feet on each side, set for 39 important women from historical figures to goddesses. The table is a significant metaphor in this iconic work of art. Table Talk, an inquiry based learning activity, introduces students to The Dinner Party through an analysis of visual metaphor focusing on the symbolic meaning of a table. Students consider the various ways tables function in our lives, examine the language we use when talking about tables, and then apply their insights through a closer look at The Dinner Party.
The Table Talk activity is one way to introduce The Dinner Party and begin an inquiry into its meanings. As students enter into the work of art through its visual metaphors, they subsequently discover its important ideas. By investigating the artwork from their own knowledge bases and through personal connections, students may be motivated and empowered to learn more about The Dinner Party. The teacher also benefits by considering the students’ cultural experiences and differences in planning further learning activities.
I love the idea of creating an introductory lesson to build classroom/studio community around the idea of metaphor and the table. I would use this encounter to start students connecting metaphor as they know it from english class to visual metaphor and how to use it in the creation of their own artwork. I think it is important to scaffold student learning in the development of visual metaphor. This area tends to be uncomfortable for students and an area of uncertainty. To raise student sense of self-efficacy and lower anxiety levels, spending time building class community and allowing students to make connections is important to establishing trust that will aid in class discussions and interactions to improve student work
The Dinner Party is an art installation with an enormous triangular table, 48 feet on each side, set for 39 important women from historical figures to goddesses. The table is a significant metaphor in this iconic work of art. Table Talk, an inquiry based learning activity, introduces students to The Dinner Party through an analysis of visual metaphor focusing on the symbolic meaning of a table. Students consider the various ways tables function in our lives, examine the language we use when talking about tables, and then apply their insights through a closer look at The Dinner Party.
The Table Talk activity is one way to introduce The Dinner Party and begin an inquiry into its meanings. As students enter into the work of art through its visual metaphors, they subsequently discover its important ideas. By investigating the artwork from their own knowledge bases and through personal connections, students may be motivated and empowered to learn more about The Dinner Party. The teacher also benefits by considering the students’ cultural experiences and differences in planning further learning activities.
I love the idea of creating an introductory lesson to build classroom/studio community around the idea of metaphor and the table. I would use this encounter to start students connecting metaphor as they know it from english class to visual metaphor and how to use it in the creation of their own artwork. I think it is important to scaffold student learning in the development of visual metaphor. This area tends to be uncomfortable for students and an area of uncertainty. To raise student sense of self-efficacy and lower anxiety levels, spending time building class community and allowing students to make connections is important to establishing trust that will aid in class discussions and interactions to improve student work
Kathy06/11/2014 6:04pm
ReplyDeleteI agree that inviting young students to enter into the discussion of the Dinner Party by discussing the metaphor of table is very important. It could also lead to a discussion of what happens at the communal table other than sustenance. They could also compare to other works of art that include a table from Cezanne still lives to the Last Supper.