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Samantha Hughston

Art 135 Reflection 3, Tourist Souvenir


March 30, 2017

The studio investigation in secondary school Art Education was to create a tourist

souvenir which would honor my relationship with my hometown of Winters. We were provided

with materials to choose from in class and if necessary could bring materials from home to

complete the project. Of the materials provided in class I selected to use clay for the bulk of my

souvenir items. Some of the other materials which were available to choose from were plaster

cloth (a demonstration was shown on how to use this), newspapers, balloons, Popsicle sticks, and

construction paper, wire and glue guns. The reason I chose to use clay is because I wanted to

make a wine bottle with some walnuts and cheese wheels. To me, when I think about Winters,

and how my hometown has evolved over the years, more and more wine tasting places are

opening up and a lot of vineyards are being planted surrounding my town. With that in mind, I

remembered how when I go on vacation to a city I like to purchase a souvenir from that place

(and many times I buy a wine bottle) to remind me of the great experience I had at that location.

I decided to make a wine bottle, some walnuts (another huge cash crop item from

Winters), and cheese wheels based on a personal experience I had at one of the local wine tasting

places in Winters. A friend and I had gone to Turkovich Family Wines establishment and while

sampling some various wines we selected to purchase a bottle and go the Winters Cheese

Company located next door and buy some cheese to take to Solano Campground for a relaxing

day in the sun. We had purchased a variety of cheeses which complemented the wine we

consumed. On the way to the campground we stopped a local fruit stand purchased some nuts to

take with us. The different types of nuts enhanced our tasting experience with the cheeses and

wine. The nuts we bought were walnuts and almonds. It felt natural for me to think of making
replications of the items my friend and I had, and add my own personal flair of putting the items

on a round of walnut to add to the charm of rustic Winters.

I would definitely use this tourist souvenir project as one of my future assignments in an

art making class for 8th grade students. Each of the students should be familiar with their towns

they live in and if not they will have to use their critical thinking skills to complete their project.

Because they are making souvenirs based on their own towns the students can be creative

without feeling judged about their creations. Individualism should shine in this project. In the

classroom I will provide as many as the same materials as I had to pick from. However, since I

will be a new teacher with a small budget I might have to simplify my students choices. I would

like to think I will have cardboard, newspapers, construction paper, Popsicle sticks (maybe give a

demonstration on how to make a picture frame), and glue guns. The picture frame could be used

to put a favorite picture in from a vacation spot. I would also have clay, acrylic paint and

watercolors my students could use. I would give the students four class periods for their projects

because I believe they have shorter class periods than I do. After the project is complete I would

have the students do a gallery walk and have each student talk about the tourist souvenirs they

created. A one page write up about their experiences creating their piece might be included as

part of the assignment. Finally, I could initiate a formative assessment to explore how I am doing

teaching the class project and determine if I need to make any changes to my approach.

VISUAL ARTS Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.2.8a
Collaboratively shape an artistic investigation of an aspect of present day life using

a contemporary practice of art and design.

Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.1.8a

Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,

forms, and meanings that emerge in the process of art making or designing.

Anchor Standard 3: Refine and complete artistic work.

VA:Cr3.1.8a

Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or

design in progress.

VISUAL ARTS Presenting

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

VA:Pr4.1.8a

Develop and apply criteria for evaluating a collection of artwork for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for

presentation.

VA:Pr5.1.8a

Collaboratively prepare and present selected theme based artwork for display, and

formulate exhibition narratives for the viewer.

Anchor Standard 6: Convey meaning through the presentation of artistic work.


Analyze why and how an exhibition or collection may influence ideas, beliefs, and

experiences.

VISUAL ARTS Responding

Anchor Standard 7: Perceive and analyze artistic work.

VA:Re.7.2.8a

Compare and contrast contexts and media in which viewers encounter images that

influence ideas, emotions, and actions.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Interpret art by analyzing how the interaction of subject matter, characteristics of

form and structure, use of media, art making approaches, and relevant contextual

information contributes to understanding messages or ideas and mood conveyed.

Anchor Standard 9: Apply criteria to evaluate artistic work.

VA:Re9.1.8a

Create a convincing and logical argument to support an evaluation of art.

VISUAL ARTS Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to

make art.

VA:Cn10.1.8a

Make art collaboratively to reflect on and reinforce positive aspects of group

identity.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and

historical context to deepen understanding

VA:Cn11.1.8a

Distinguish different ways art is used to represent, establish, reinforce, and reflect

group identity.

TPE 1: Engaging and Supporting All Students in Learning

3. Connect subject matter to real-life contexts and provide active learning

experiences to engage student interest, support student motivation, and allow

students to extend their learning.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

5. Maintain high expectations for learning with appropriate support for the full range

of students in the classroom.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

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: Planning Instruction and Designing Learning Experiences for All Students

7. Plan instruction that promotes a range of communication strategies and activity

modes between teacher and student and among students that encourage student

participation in learning.

TPE 5: Assessing Student Learning


3. Involve all students in self-assessment and reflection on their learning goals and

progress and provide students with opportunities to revise or reframe their work

based on assessment feedback.