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Lori Henderson


Written Reflection #1

For this studio activity we were given the task of creating a book (in my case

an accordion format book) implementing symbols and images leading to my

decision to major in Art Education. I used symbols and quotes to serve as the visual

aesthetic for my booklet. This narrative is displayed in the form of a flower (tulip)

cover page opening up vertically in an accordion format. As the book opens up roots

are revealed to symbolically refer to deep issues that Ive faced as a child (bullying)

and how it motivated me to correct these wrong doings within my own potential

class room one day. The narrative starts from the bottom page (childhood traumas)

and as you progress upwards towards the tulip so does my dreams and aspirations

of ending oppression within my own classroom (first starting with me). These

strategies I would like to use within my classroom is to empower the student, give

them a voice, let the invisible populations be seen and their opinions validated,

create a safe place, earn their trust, and create a sense of belonging/community

within my classroom. Its imperative that I start with this approach because I know

all too well that trauma that festers within a student if these issues arent nipped in

the butt/addressed.

Within my own class room I would encourage my class to create/customize their

own booklets. I think it would be a fantastic art project for the beginning week of

school so that I may better understand my students and see exactly how they see

themselves/view the world around them. I would then encourage my students to get

into small groups (of 2 or 3 students) and share their booklets with each other. This
would provide a perfect opportunity for students to establish trust and relatability

with one another. Those that would like to share their booklets to the entire class

will be given the opportunity to do so.

National Core Arts Standards

Individually or collaboratively formulate new creative problems based on

students existing artwork

Visualize and hypothesize to generate plans for ideas and directions for

creating art and design that can affect social change

Choose from a range of materials and methods of traditional and

contemporary artistic practices to plan works of art and design.

Experiment, plan, and make multiple works of art and design that explore a

personally meaningful theme, idea, or concept.

Engage in constructive critique with peers, then reflect on, reengage, revise,

and refine works of art and design in response to personal artistic vision.
Evaluate, select, and apply methods or processes appropriate to display

artwork in a specific place.

Make, explain, and justify connections between artists or artwork and social,

cultural, and political history.

Analyze how ones understanding of the world is affected by experiencing

visual imagery.
Document the process of developing ideas from early stages to fully

elaborated ideas.

California Commission on Teacher Credentialing:

Craft a progression of complexity within each of the four arts content areas

Facilitate students' abilities to identify the aesthetic qualities of works of art

and artistic performances.

Assure that students are provided access to works of art that are broadly

representative of cultural diversity.

design instruction that engages students through inquiry in researching for

information and resources needed to explore an artistic question; support

students' development in creative processes, artistic skills and techniques;

and support students' literacy in expression and communication of ideas in

both written and visual forms.

to teach students about the historical, cultural, and contemporary

contributions and dimensions of art, providing insights into the role and

development EPC 2B-44 June 2016 of the visual arts in past and present

contexts throughout the world

They provide students the opportunity to use and evaluate strengths and

limitations of media and technology as an integral creative, expressive, and

communication tool
raise students' awareness of ethical responsibilities and safety issues when

sharing images and other materials through the Internet and other

communication formats
teach an awareness of practices, issues, and ethics of appropriation, fair use,

copyright, open source, and Creative Commons as they apply to creating

works of arts and design.

assure that students at various English proficiency levels have the academic

language needed to meaningfully engage in the content.