Teaching Philosophy

Consider an artist who begins with a blank canvas, or a sculpture with a mound of clay. With patience, concentration and enthusiasm the artist transforms the once blank canvas into a masterpiece. I am particularly interested in working with students K-12 for similar reasons; in essence, they are my blank canvas, my clay to mold.  Art is a universal language. It can translate into not only literary but verbal expression. It is my goal to help students express and articulate their thoughts both visually and verbally. Furthermore, it is important to teach future generations how math and science is central to the arts and likewise how humanities in the arts are very much related. Without developing the arts into both fields, we will misrepresent to future generations the significance of visual studies and design to both humanities and the sciences. If the education system continues to dichotomize these subjects, it will only inhibit future modern innovations. 

Urban Renewal: Nature vs. City

URBAN RENEWAL: NATURE VERSUS CITY

Urban areas are increasingly expanding and we are witnessing green grass replaced by tall concrete and metal buildings. Consider the landscape of cities and their sparseness of tress, grass, and flowers. Aside from occasional community parks, cities represent the antithesis of nature. San Francisco Mayor, Gavin Newsom, proclaims, “Urban populations consume 75 percent of the world’s natural resources and produce 75 percent of its waste, so it’s crucial that all citizens learn how to make our cities greener” (www.greenmuseum.com). How can artist help make our cities greener? 

Green Graffiti by Artist Edina Tokodi

Graffiti is virtually inescapable in cities, and is part of urban visual culture. One often finds spray painted names or images on building’s sides, street posts, newspaper stands, trucks, and buses.  Graffiti art is commonly seen as vandalistic, defacing the city streets rather than contributing something productive.  However, eco-minded street artist Edina Tokodi has taken a different approach, a more environmentally friendly approach to graffiti street art in the “barren patches of urban existence” (www.inhabitat.com). She argues that “our distance from nature is already cliché. City dwellers often have no relationship with animals or greenery. As a public artist I feel a sense of duty to draw attention to deficiencies in our everyday life” (www.inhabitat.com). Her work consists of moss installations that she adheres to walls where graffiti might be otherwise be seen. Using a more eco-friendly method, she creates images such as prancing animals, trees or other objects found in nature. The most fascinating part of her work is that the moss will continue to grow as long as the artwork adheres to the wall or surface that it is placed.

(Above Four images from www.inhabitat.com)

Edina Tokodi studied graphic art and design at Hungarian Academy of Fine Arts. She also took a course in urban design in Milan, Italy. Currently living in Brooklyn, NY, her work can be seen on the streets of Williamsburg in Brooklyn.

 

Questions for discussion:

-       The general public does typically not embrace graffiti art. It is associated with vandalism and illegal activities. Artist Edina Tokodi does not get permission by the city or building owners to put her green graffiti up, so would you consider her actions and art to be illegal? Explain.

-       Do you think the public would approve of Tokodi’s work? Why, or why not? What is difference between Tokodi”s work and other graffiti street artists?

-       Do you consider Edina Tokodi to be an artist? Why, or why not?

-       Would you rather see green graffiti rather than colorful aerosol spray painted graffiti? Why, or why not?

-       What do you think are the motivating reasons behind Edina’s work?

Vertical Gardens: The art of organic architecture

Imagine walking down the streets of a city and being surrounded by tall buildings covered with plants growing vertically up their sides? Not possible you say? Well it has actually been done!

Patrick Banc is responsible for creating eco-art or greener architecture. His work consists of a variety of plants that grow on the sides of modern concrete buildings. He carefully researches how plants adapt to extreme situations and studies which plants work best for his work.

Patrick  Blanc has been commissioned to work for museums in Paris, Istanbul, Madrid, and Seoul. In an interview he explains how he creates his "Vertical Gardens". He states,

      "The Vertical Garden is composed of three parts: a metal frame, a PVC layer and felt. The metal frame is hung on a wall or can be self-standing. It provides an air layer acting as a very efficient thermic and phonic isolation system. A 1 cm thick PVC sheet is then riveted on the metal frame. This layer brings rigidity to the whole structure and makes it waterproof. After that comes a felt layer made of polyamide that is stapled on the PVS. This felt is corrosion-resistant and its high capillarity allows a homogenous water distribution. The roots are now growing on this felt. Watering is provided from the top with tap water being supplemented with nutrients. The process of watering and fertilization is automated. The whole weight of the "Vertical Garden's, including plants and metal frame, is lower than 30 kg per square meter. Thus the Vertical Garden can be implemented on any wal without any size limitation of height". (http://www.pingmag.jp/2006/12/08/vertical-garden-the-art-of-organic-architecture/).

     Questions for Discussion:

-  How are Edina Todoki and Patrick Blanc similar? How are they different?

-  Which do you think is more of an artist? Why, or why not?

-  Which art work would you prefer to see in urban landscapes?

Discussion Activity

1. Break up the class into small groups of 3 or 4 students and have them brainstorm other ways to incorporate art (i.e fashion? cars?)

2. Have students design sketches of their ideas and designs to present to the class as if they were pitching their idea to a business. 

Studio Activity: MOSS ART!

1. Students will first come up with a design, either abstract, or organic. This design will serve as a template that will eventually be covered in moss. HINT: Thick lines or solid shapes may be easier to fill with moss. 

2. Each student should get a piece of masonite 11"x17". This will be the surface of their moss art. Students should draw their design on the masonite. 

3. To make moss you will need 1) one or two cups of moss per students. 2) two cups of buttermilk. 3) two cups of water. 4) 1/2 tsp of sugar. 5) Blender 6) Container with lid. 7) Paintbrush.

4) Blend ingredients together, and have students paint mixture onto surface.

5) Explain and have students mist their piece twice a week. Soon, they will see the moss grow covering their design and making it a living piece of art work!

6) Students should discuss the use of living grass as a medium in art. Have students reflect on the project and consider other ways of using nature as art, and write a written reflection on the project!

Conclusion:

1. In a class discussion, have students reflect, and explain what they have learned in this unit. Ask the students, which activity they found most interesting, which activity was least interesting, and why?

2. Have students think and explore other tools and mediums that are eco-friendly and can be used to make art. 

References:

Arkkitehtuuria, A. (2008, February).

Green Moss Graffiti.  Retrieved April 29, 2008 from http://aitoa.wordpress.com/2008/02/07/green-moss-graffiti/.

Alter, L. (2007, November). Green

Roofs: We Could Only Build It This Big. Retrieved April 29, 2008 from http://www.treehugger.com/files/2007/11/green_roofs_we.php

Blanc, P. (n.a). Vertical Garden.

Retrieved April 29, 2008 from www.verticalgardenpartrikblanc.com

Doan, A. (2007, October). Green

Graffiti by Artist Edina Tokodi. Retrieved April 29, 2008 from http://www.inhabitat.com/2007/10/24/urban-moss-graffiti-by-edina-tokodi/ 

Heavy Petal. (n/a). Operation: Moss

Graffiti. Retrieved April 29, 2008 from http://www.heavypetal.ca/archives/2007/04/operation_moss_graffiti.html

Pingmag. (2006). Vertical Garden: The

Art of Organic Architecture. Retrieved April 29, 2008 from http://www.pingmag.jp/2006/12/08/vertical-garden-the-art-of-organic-architecture/

WEBQUEST: Build the Home of Your GREEN!

Build the Home of Your GREEN!

 

INTRODUCTION

Mission:

Welcome architects. If you are reading this message then congratulations, you and your team have been selected to design the home of your dreams. There is, however, a catch. In this mission you and your team’s design must be as environmentally friendly as possible. Your skills in research, design, artistic skill, environmental studies, and resourcefulness will all be put to the test. If you accept this mission, please click the mission button below:

 

ACCEPT MISSION 

Mission Statement

Congratulations, and thank you for accepting this challenging yet worthwhile mission. You and your team's mission will be broken into 5 parts. However, before we begin, please watch the following short video clips to get you and your team excited about todays mission and the endless possibilities of your ideas:

http://www.youtube.com/watch?v=A2bYPFKlKeo 

http://www.youtube.com/watch?v=1xcbY1hqo9c

PROCESS:

Below you will find your tasks. Each of these tasks must be completed in order to successfully complete the mission. These five tasks are as followed:

1. Research environmentally friendly/ green architecture. You and your team should investigate and document your responses on the following ideas: what are some examples of eco friend homes? What made them so successful? How can you make your dream home self sufficient (i.e energy). You and your team will be required to show examples of other eco- friendly homes and be able to explain why they are successful in their design. Furthermore, it is important for you and your team to be able to reflect and argue why building a green home is important!
2. Once your team has completed task one and research how to make homes environmentally friendly, please write a definition of what you and your team believe is a eco-friendly home.
3. Specific details. Location-Where is your home being built?  Weather- what type of environment will it be in? Design- you and your team will have to create a floor plan of your design. In addition to the floor plan, you and your team should  draw the facade of your eco-friend home.
4. Next, you and your team should also research ways to decorate your home with eco-friendly furniture. Perhaps even design some furniture of yourself, using recyclable material. 
5. Once you and your team have completed the tasks above, the last part of the mission is to present your idea as if you were trying to "sell" or "pitch" your idea to a client to buy. Therefore, you and your team should work on a presentation that is creative and displays your design and research for this mission.

Now, here are some links below to help you on your quest.

RESOURCES

http://www.greenhomebuilding.com/sustainable_architecture.htm

http://www.ecomall.com/biz/construc.htm

www.google.com

link to green architecture sites

GOOD LUCK ON YOUR MISSION!

EVALUATION

Each team will be evaluated on your work by the presentation you do to the class. After each presentation, the class will have a discussion on the teams creative ideas. This will be a time for positive feedback and discussion. Furthermore, this webquest relies on team work, therefore students must work together to create a successful project. Therefore, evaluation will also be determined through how a team works with each other. 

TEACHERS PAGE

Building the home of your "green", is a beneficial webquest for students to understand the learn about how they can help make the world more environmentally beneficial. This webquest encourages your students to do research on their own, and to be innovated and creative with their design of the home of the "green". This webquest incorporates, research, design, team work, and presentation skills all of which are life lessons and essential skills. Student's should understand how they can make a difference with the environment, and through this webquest, they will learn how to do so.

Wish you were here lesson plan

Teacher: Ms. Grace Ahn

Grade Level: 8^th Grade

Title: Wish you were here….

 

Brief History and Background: Consider the purpose of postcards and how they are used to facilitate personal messages. Usually, one will purchase a postcard with an image on the front side that typically represents the location one is currently at, while on the reverse side, one will find a few sentences jotted down. With this said, it seems obvious that there is limited writing simply because the image says it all. This lesson plan,

“Wish you were here”, will encourage students to think and visually express what they considered to be home or their special pla

ce.

 

Standards:

NETS: 1.a,, 1.b,1.c, 2.b, 2.c, 2.d, 3.b, 3.c, 3.d, 4.b, 4.c, 4.d, 5. C, 6.d

PA: 9.1, 9.2, 9.3, 9.4

 

Goal: Students will use mixed media to create a postcard in which they will then scan into the computer and publish on the class on-line gallery/blog.

 

Objectives:

Students will research postcard art via the Internet or the school library

Students will reflect and think about what they consider to be home

Students will produce a postc

ard of their own depicting their personal home using mixed media

Students will learn how to upload their image onto the internet and publishing it in the classroom virtual art gallery/blog

 

Resource Materials/ Visual Aids:

-Post cards

-Student and teacher exemplars

-Computers for online research and publishing

-Library books on postcards

 

Supplies/ Material:

-White matte board cut to size 6”x8”

-Pencils

-Erasers

-Scissors

-Water Color

-Color markers

-Acrylic Paint

-Brushes

-Nature Magazines for cut out

-Glue

-Pen and Ink

 

Teacher Preparation:

Teachers must have white matte board cut to size prior to the students arriving. Materials should be organized and readily available for students. Since this project is mixed media and some students may use materials other might not, be prepared to have a wide variety of materials for students to use. When introducing this lesson, teacher should have an exemplar of the final project created by the teacher and other students. The teacher should also have material for students to research ideas. Therefore, library books should be made available, as well as internet sites which are appropriate for children to research. Perhaps have a few links already opened in a web browser or have the web site addresses written on the board for students.

 

Teaching:

Introduction: Begin this lesson by asking the students to think about what they consider home to be, and what they see in their minds when they think about home. This should lead into a short 5-minute discussion on home, special and personal spaces that have significant meaning and are what the students consider home. After the short introduction and discussion, show students the exemplars of what they will be creating. Explain that after they create their postcard, it will be scanned and published online in the art class virtual gallery/blog.

 

Directions:

1. Have student’s research through books and web pages on postcard art.
2. Have students produce a few sketches on what the consider home.
3. Once they have an image or idea they are confident with, they can begin on the white matte board
4. Students may use pen, markers, watercolor, magazine collage or paints to create their image. There is no specific medium they have to use however, it must be thoughtful and creative.
5. When completed students will share with the class what they have produced and explain their thought process and reasoning for their design.
6. Students will then learn how to scan, and upload their image onto the class virtual gallery/blog

 

Critique/ Evaluation/ Assessment:

Students will engage in a discussion and critique of the work they produced. Each student will present their work and talk about how they were able to visually represent their idea of home. Evaluation and assessment will be based on participation, creativity, respect, positive attitude, and completion of work.

 

Time:

This lesson will expand over three class periods:

Day 1- Research and sketches

Day 2- Production

Day 3- Critique/ and Virtual Gallery/Blog upload

 

Vocabulary:

Virtual

Blog

Gallery

Upload

 

Safety Concern:

N/A

Lesson Plan: Haiku Art!

Interdisciplinary Lesson Plan: Haiku Art!

Teacher: Ms. Grace Ahn

Grade: 4^th Grade (can be adapted)

 

Brief History:

Haiku is a form of Japanese poetry in three metrical phrases of 5, 7, 5 respectively. Haiku’s are traditionally about nature and seasons, however are not limited to just that subject matter. In Japanese, Haiku’s are usually printed in a single vertical line, while haikus in English usually appear in three lines to emphasize the metrical count. Haiga is a traditional Japanese art form where one uses both an image and their haiku to convey their poem.

 

Standards:

PA 1.3 Reading analyzing and interpreting literature..

PA 1.4 Types of writing..

PA 7.1 Basic geography literacy

9.1 E Themes in Art Forms

9.1 H Historical and Cultural Production

9.2 A Context of Works in Arts

9.2 G Geographical Regions in the Arts

9.2 K Traditions within works in the arts

9.3 Critical response

9.4 B Aesthetic interpretation

9.4 D Aesthetic response- Artistic Choices

 

Goal:

Through understanding haiku’s and haiga students will create a work of art that visually represent their own written haiku poem.

 

Objectives:

Students will learn about haiku poetry

Students will have the experience of writing a haiku

Students will understand and can define Haiga

Students will create a work of art to enhance their haiku

 

Resources:

Examples of haiku poems- Both in Japanese and English

Examples of Haiga art- both Japanese and English

A map of Japan

 

Materials:

Pencil and paper

Pens

Markers

Construction paper

Scissors

Paint and brushes

 

Teacher preparation:

Teacher should have visual and written examples of haikus and haiga’s for students for refer to. All materials should be ready and organized for students to use. Exemplar of  lesson product should also be made.

 

Introduction:

Begin class by giving a brief overview of haikus and haigas. Visual examples should be show to excite students as well as have them internalize the information better. Explain how haikus are metrical and involve a count of 5, 7 5 syllables. Go around the room and have students read examples of haikus.

 

Directions:

1. Have students write their own haiku
2. Once they have written their haiku, have students think about how they would visually represent their poem.
3. Students should then use materials to create a composition that integrates both the haiku and their image.
4. Students may create a mixed media piece using various materials or they have the option of using one specific technique (i.e painting, drawing etc.)
5. Make sure students have their haiku written on their image
6. Once everyone has completed students will present and read their haiku

 

 

Extension:

For students who have completed early, have them write a haiku that is the opposite of their original theme.

 

Time allocation:

Introduction- 5 min

Production- 30 min

Critique- 7 min

Clean up- 3 min

 

Safety concerns:

n/a

 

Bibliography:

http://en.wikipedia.org/wiki/Haiku

http://www.ahapoetry.com/HAIKU.HTM

http://raysweb.net/haiga/

http://www.insite.com.br/rodrigo/poet/haiku.html

Click here to see examples of a 3rd grade class haiku art project!