Santos Morales

Art 135

Professor Amber Ward

Reflection #3

Tourist Souvenir

In three studio sessions for Art 135, we were, and still are, working on creating a

souvenir for a city/town/place we find memorable, important, and/or holds some kind of

meaningful value to us. In our [student] perspective, the souvenir will reflect important aspects

of the place we desire to choose. For example, a souvenir of San Francisco might include a

landmark like the GG Bridge and/or images of art works like statues, graffiti, paintings, etc.

Getting the process started can become a bit of an obstacle, that is why a Think Sheet is

provided to get us, the students, warmed up to our own ideas in order to create somewhat of a

blueprint. With the scattered stations for materials, students are able to pick and choose what

they want to work with. The sense of agency makes it easier to engage students in this project

because there are infinite possibilities to choose from and many ways to go about it. Students do

really have the freedom to investigate their creativity by using their imagination; so composition,

space, scale, interaction, texture, and other artistic aspects are thoroughly thought out when

making this mix media project. In addition, it can serve as a measurement of the students

expertise. This project gives the educator an insight into what the artist is trying to express and

why. It is important for the educator to ask the student/artist why they chose certain

representations; reason for that is the educator will get an understanding of either a) the student
knows how to mold their ideas into the broad guidelines and is able to communicate their

decisions effectively or b) the student might do well in creating but not so well in expressing.

This evaluation gives the educator an opportunity to assist the artist in finding vocabulary and/or

structure to help them develop a more effective and fluid way of expressing their art.

As a college student, the guided strategies for this project seem fair. I had little trouble

understanding and was able to get right to it. However, after going to different high schools to do

some observation for my other two education classes (EDUC 100A/B & EDUC 170), I found

that several students have a variety of learning disabilities. Some might find this project easy

because art comes easy to them, but for those that need specific step by step instructions might

be more of a challenge. Also, taking into account that the stations for materials were located

throughout the class it can become a hassle for those that arent as mobile. I would either have

all the material in located near the student(s) that arent as mobile or assign everyone to a partner

so they can help each other out. Ill do my best to assist the students, but most students learn

from their peers. A partner system will hopefully eliminate confusion and other hurdles.

National Core Arts Standards, Anchor Standards HS Accomplished

Creating:
VA:Cr1.2.IIa - Choose from a range of materials and methods of traditional and contemporary
artistic practices to plan works of art and design.
Presenting:
VA:Pr5.1.IIa - Evaluate, select, and apply methods or processes appropriate to display artwork in
a specific place.
Responding:
VA:Re.7.1.IIa - Recognize and describe personal aesthetic and empathetic responses to the
natural world and constructed environments.
Connecting:
VA:Cn11.1.IIa - Compare uses of art in a variety of societal, cultural, and historical contexts and
make connections to uses of art in contemporary and local contexts.
California Commission on Teacher Credentialing, Teaching 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:
2. Use knowledge about students and learning goals to organize the curriculum to
facilitate student understanding of subject matter, and make accommodations and/or
modifications as needed to promote student access to the curriculum.
TPE 4:
3. Design and implement instruction and assessment that reflects the interconnectedness
of academic content areas and related student skills development in literacy,
mathematics, science, and other disciplines across the curriculum, as applicable to the
subject area of instruction.