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education statements

One of the most important things that art has helped me with is establishing a personal style and reinforcing my identity. All artist tend to devolop their own personal style after practicing their craft for awhile. Establishing a personal style that reinforces your idenity builds confidence in individuals.

But also, in more general terms I see art being used to push social justice alot. Especially in a city like San Franciso where people are very socially concious. A great example of this is an article I read called Imagining the World we Need Social Justice Art Education(https://hep.gse.harvard.edu/blog/2025/05/02/imagining-the-worlds-we-need-social-justice-art-education/ ) The article talks about how the writer used a play to try and speak about water preservation. Her play was not met well for some reaon or another. Nevertheless, the writer (Marit Dewhurst) kept a good attitude about the whole situation. She talks to her daughter and informs her that even though hs play was not well recieved, that they still did the right thing. I think that’s one of the most righteous things that art can be used for. Not for fame, not for fortune, but for a greater cause.

Curriculum unit

‍ ‍Title: Good v. Evil Visual Literacy Lesson Goal and Description: Students will continue to focus on principals of artmaking, hierarchy, rhythm, and movement. The goal of this lesson is to employ visual literacy to the painting Good and Evil by Victor Orsel (1832). We will first have a class discussion reviewing how the color is used to emphasis the concepts of good and evil. Is it working? Is it not? If it is not working, what can we do to better to emphasis the concepts of good and evil? Students will then be given a printout of the painting and apply colors and shading in a way that represents good and evil… i.e. lighter colors for good and darker colors for evil.

Grade: 10th Grade‍ ‍Time Frame: Two class periods. 45 minutes each

California Art Standards: ‍ ‍

Acc.VA: Re7.2: Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.

‍Acc.VA: Pr5: Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.

Acc.VA: Pr6: Make explain, and justify connections between artists or artwork and social, cultural, and political history‍ ‍

Acc.VA: Cr3: Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.       ‍ ‍‍ ‍

Focus artworks: Good and Evil, by Victor Orsel 1832‍ ‍‍ ‍

Materials and Resources: Color pencils, crayons, drawing paper, eraser, and pencil sharpener. ‍ ‍

Instructional Resources‍ ‍The Power of Color: Art's Emotional Palette

Vocabulary: Emphasis – Allows certain elements to stand out and draw the viewers’ attention. This can be achieved through contrast, unusual placement, color, size or decoration. Color theory – A structured set of principles guiding the use of color in art to define how colors mix, contrast and interact. Contrast – Refers to the striking difference between two or mor people, things, or ideas when compared or placed together. Hierarchy – A system that organizes people, things, or concepts into ranked levels based on authority, importance or status.  

Day One‍ ‍Anticipatory Set/Activation of Prior Knowledge Students will participate in initial class discussion on the painting Good and Evil by Victor Orsel Students will be asked questions about whether the concept of good and evil is captured in this painting? How does the color represent good and evil in this painting? How do the figures represent good and evil? What are other colors or figures that may strengthen the concept? ‍

‍Direct Instruction Students will gather around as I demonstrate how to apply color to the printouts of their artworks focusing on contrasting colors. I will show students how to apply basic color to the respective artwork handouts I will show students how to blend using colored pencils and/or crayons Guided Instruction Students will be given the opportunity to choose a black and white printout of the painting to use the techniques they have just learned and reviewed. Students will use the rest of their time to work on their chosen assignments Students will clean up and store all equipment in secure location (lockers, desks etc.) in preparation for day two of the assignment.

Day Two‍ ‍Anticipatory Set/Activation of prior knowledge Students participate in class discussion to reinforce the knowledge the went over the day prior. We will again discuss how the concept of good and evil is captured in this painting. Things to be discussed will be color, hierarchy, contrasts and figures.

Guided Instruction Students will use the rest of their remaining time to continue working on their artwork. Students will be allowed to complete as many artworks as possible. Students will be allowed to use different forms of media. Example: if they used color pencils on the first completed artwork, they may be allowed to use crayons on the second completed artwork. Students will clean of their areas and be allowed to store their artworks in a secure location ‍ ‍‍

‍Closing: Students will conduct in class critiques. Things to be discussed are concepts of good and evil How does color Strengthen, or weaken this concept? How do the figures strengthen or weaken this concept? ‍

‍Accommodations and/or Modifications: (possible accommodations and/or modifications) Providing visual aids and a bilingual word bank. Students who struggle with making art will be given extra time to complete their artworks Students who excel will be encouraged to work on other Baroque inspired artworks focusing on at least one other principal of artmaking.

Criteria for Assessment (list): Did students… Students used proper vocabulary in class discussions Students were able to contrast colors in a way that established a clear hierarchy. Students were motivated in cleaning up supplies and did so without causing harm to themselves or others.  

Title: Skill Building for Figure Drawing 101‍ ‍

Lesson Goal and Description: This lesson will focus on rhythm and proportion using figures from contemporary Marvel comics publications. The style is like the dynamic type of art from the Baroque period. The goal is to focus on figure drawing in pencil on paper in order that students can practice their figure drawing skills using basic geometric and organic shapes. Students will also practice shading to give their figures a more 3-dimensional look. Shapes and shading are also two elements and skills that contribute to “emphasis.”

Grade Level: 10th

Time Frame: 2 Days/Periods, 45 minutes a period

California Visual Arts Standards‍ ‍

Acc.VA: Cr2.1 – Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Acc.VA: Cr3 – Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.

Acc.VA: Re 7.1 – Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.

Focus Artworks Students will focus on contemporary artwork from Marvel Comics publications. Marvel started out as company in 1939 under the name Timely Comics

(Marvel Comics | History, Characters, Facts, & Movies | Britannica Money).

Some of most notable artists to come out of the organization are Jack Kirby, Steve Ditko, John Buscema and Jim Steranko, amongst others.

Materials: Pencils, erasure, pencil sharpener, 9 x 12 drawing paper, color pencils (optional)

Resources: ‍The Figure Drawing Roadmap – all the skills, in order, part 1 | Love life drawing‍ ‍How to Draw Comics: Character Design & Drawing the Figure – Dirk I. Tiede | Comics & Illustration‍ ‍

Vocabulary Figure Drawing – An artistic representation of human form in various poses, focusing on capturing structure. Proportion – Concerns the size relationships between parts of a composition and a whole correct proportion. Rhythm – Repetition or alternation of visual elements, such as lines, shapes , or colors to create movement. Cross hatching – A drawing technique that creates tonal value, texture and a 3D form by layering intersecting, closely placed parallel lines. Value – The lightness, or darkness of a color, tone, or shade. Shading – The technique of adding light and dark tones to drawings, using methods like hatching, blending, or stippling to create the illusion of three-dimensional form, volume, and depth.

Day One‍ ‍Anticipatory Set: ‍We will start out with a class discussion about figure drawing and how it is used in the Marvel comics publication with a focus on principal topics like proportion, rhythm and how it relates back to the Baroque style.‍ ‍Are the figures proportionate, i.e. are the compositions accurately portrayed by size and length?‍ ‍Do the figures exert rhythm, i.e., do the lines and shapes portray a movement that is accurate the action being taken? ‍ ‍How does cross hatching give the figure form?‍ ‍

Guided Instruction: Skill Building Activity, Figure Drawing‍ ‍Step 1. Teacher will give a brief instruction on how to do simple geometric, and organic shapes in accurately laying down a base for which the students can build off of.‍ ‍

Step 2. Students will be given handouts of artworks to choose from, or be able allowed to search for artworks to their liking that will be approved by the instructor. We will focus on figures that are dynamic, emotional and dramatic in their rhythm and proportions (similar of the high drama of the Baroque style).‍ ‍

Step 3. Once students decide one which figure they wish to draw, they will be given paper, pencils (colored or otherwise), pencil sharpener, and eraser to work on their artworks. ‍ ‍

Step 4. Students will be given the remaining time to continue and work on their figure drawings to the best of their ability with a focus on accuracy in proportions, shapes, lines shading, and gradation. Focusing on the high intensity of these types of figures. ‍ ‍

Step 5.  Students will be storing their drawings for the next day for a review and refinement of their artworks.‍ ‍‍

Day 2‍ ‍Guided instruction‍ ‍Step 1. Students will retrieve their artworks and return to their respective artmaking stations. ‍ ‍

Step 2. Students will grab all supplies and organize at their respective artmaking stations. ‍ ‍Anticipatory set‍ ‍Students will have a brief class discussion about their respective artworks, addressing some problems they may have had and what they think they can do to fix them. ‍ ‍Students will review applied vocabulary to their respective artworks with a focus on rhythm, and proportion. ‍ ‍Are the artworks proportionate of accurate size and length? ‍ ‍Are the lines and shapes in rhythm with the action that is being portrayed? ‍ ‍How, or how not? What can be done to correct these inaccuracies?‍ ‍Guided Instruction‍

‍Step 3. Students will be given the opportunity to refine their artworks applying feedback acquired from class discussion‍ ‍

Step 4. Students will use the rest of their time to work on their artworks and can work on other artworks if they should choose. ‍ ‍

Step 5. Upon completion of our allotted time, students will clean up the respective stations and store their artworks in a secure location‍ ‍‍ ‍Accommodation and/or modifications‍ ‍Simplified steps for students with possible physical disabilities‍ ‍More time spent with students that may have learning issues ‍ ‍Students who excel may be given the opportunity to work with colors. ‍ ‍

Criteria for Assessment Did the student… Be decisive when making their decision of which figure they wanted to draw? Demonstrate their understanding of rhythm and proportion for the figure drawing lesson? Properly refine critiques to proportions, rhythm and form following in class critiques?

Method of assessment Through class discussions the teacher will go through chosen vocabulary repetitiously to ensure that the students are comprehending. During the guided instruction, students will be asked questions about what techniques and principals they are focusing on in the artwork. Following peer critiques, the teacher will speak with students as they work to ensure that they are understanding and applying the techniques and vocabulary properly.   ‍ ‍‍ ‍‍ ‍‍

TECHNOLOGY iNTEGRATION

As far as technology integration is concerened, I don’t believe I used a lot of tehcnology for art growing up in central California. Central California is a farming community, so tehcnology - and art in general - are not stressed. The most experience I had with technology is typing in highschool for business trades. Other than that, I rememer our instructors using Microsoft Power Point in our classrooms.

The majority of my experience with technology in the classroom has been at the Academy of Art San Francisco where I am pursuing my BFA in “art education.” Before COVID most of my classes were on site. I really enjoyed going to the university back then in the city. It was a whole new experience from groing up in a farming community in central California, to 10 years as a combat infantry soldier and now in a whole city.

As a regular citizen living in the city one of the best technologies recently developed has been things like Uber, Lyft and - now - WAMO. Navigation is probably the best thing recently invented… for me anyway.

As far as education is concerened, Zoom is another good app that gets used a lot by most of the students at the university. I have not seen it used at the elementary level though. I think it would be a great tool for things like teacher parent meetings. Another thing I think it would be good for is if kids can’t make it to class, than maybe emailing out a recording of the class so students can work on thier own time at thier own pace. I the budget is availabe for that sort of thing of course.

Overall, I think budget is the biggsest issue when it comes to integrating technology into art education (and education in general for that matter). Time and time again the first programs to get cut when school sface budget issues are the arts. I believe that is the most pressing issue when it comes to art education and integrating technology to the enviornment.