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Esther Quezada

Professor Chelsea Farrar

TLS 321

9 May 2017

Studio Documentation

Studio #1 Painting

For this first studio, I was only able to do

the first activity, which was the action painting

with watercolor because of time limitations.

Because of this, I cannot compare this activity with

the other activities that were presented along with

this studio. However, I can tell you that I really

enjoyed working with the droppers, which is something that I had never done before. I had seen

my own students work with them, but I had never experimented with them. I ended up doing two

paintings for this activity. The first one I did was the one pictured on the right. For this one, I was

just kind of discovering how the watercolors worked and how the droppers worked. While I was

doing this, I saw my peers moving their paper to get the watercolor to drip and I saw them using

the droppers to blow air on the watercolors to spread it around more. I thought that this was neat

and I wanted to try it for myself; thats why I did a second painting, which is the one on the left.

The tape resist painting activity can be modified for younger children by assisting them in

cutting the tape and putting the tape on the paper. This can be hard for younger children because

their fine motor skills are still developing. However, its very important for the child to be

involved in this process because even though an adult is helping them out you still want their
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piece of artwork to be theirs. To do this, we need to ask them questions like, How long do you

want the piece of tape? Where should I cut it? Where do you want me to put it? Their

instructions should be followed. For older children, this can be modified by only giving them

certain paints and asking them to mix the paint to make new colors. They can also be challenged

to make a pattern or design with the tape. These expectations should be given to them before

they begin making their piece of artwork.

Even though I only did one activity for this studio, by looking at the handout that was

given to us, I can get a good sense of what each activity is. From the four activities presented in

this studio, the one that I would want to use in my own classroom is the Q-tip painting. I chose

this one because it has Q-tips, and I think that by introducing children to projects such as these,

where household products are used, itll broaden their perspective as to what art can be and what

can be used to make art. I also like that this lesson can be modified for my more gifted kids.

They can be challenged to make a drawing out of this, or a pattern, so I would most likely use

this activity with my classroom.

Studio #2 Oil and Chalk Pastels

Once again for this studio I only had the chance to

do one activity of the three presented to us. We did have

more time for this project, but since I had started my

drawing I wanted to finish it; I dont like leaving things

unfinished. For this one I did the oil pastel painting and I

really enjoyed it. I had worked with oil pastels before, so I

was excited that this was the one that we were presented with. Ive always liked the way that

pastel feels on paper. What was new to me was the baby oil that was used. Ive never seen this
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done before and I had never heard of this either, so I was slightly confused when I heard what we

would be doing.

For this I started off by just outlining what I wanted to do, so I just outlined the rose. I

then got my Q-tip and I smeared the oil pastel in; essentially, I was just coloring it in. I went on

to do that with my stem and leaf as well. For the sky, I just slightly colored it in with the chalk

pastel and I finished smearing it with the baby oil. Finally, for the bird, I drew it and smeared it

once again. I could have left it without smearing it, but since I had done that with all the other

things in the drawing, I wanted the effect to look the same. I was proud of this project, because I

thought that my flower came out looking decent, even though it is kind of messed up on the top

left corner.

To adapt this lesson plan for older children, I would have them work as a group; it would

kind of be like a chain reaction. I would have one child use the oil pastel and make one design,

without removing the pastel from the paper, and then they would grab the Q-tip and use the baby

oil however they wanted. Then the next child would do the same, until they decide that their

piece of artwork is done. Since this can be difficult to imagine, I would do a demonstration with

myself and someone else and I would explain it to them as I did above. I think that some pretty

cool artwork would come out of this activity.

By looking at the sheet that was handed out to us, the picture that I think looks coolest is

the chalk pastel painting. The colors look vibrant with the black paper. I would do this activity

with my kids if I was not at a school with low-income families. I would have to be mindful of

my students backgrounds, since we are using buttermilk. If I were at a school with low-income

families I would use the oil pastel painting activity. This was fun and new for me, so I think my

students would enjoy doing this as well.

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Studio #3 Sculpture

For this studio, I had the opportunity to do the pipe cleaner sculpture. I clearly remember

this one because we were presented the all the activities for this studio, and the one that I really

wanted to do was the twisteeze sculpture because it was a

material that I had never worked with before, but that activity

was given to another table and my table was given the pipe

cleaners. I had worked with pipe cleaners before, but I had never

attempted to make a sculpture out of one, so that was a new

experience for me. I think that if I would have had a chance to do

all the projects, I would have enjoyed the twisteeze sculpture

activity the most.

I dont really like working with pipe cleaners because they never do what I want them to

do and they always poke me, so this studio was no different for me. I didnt really have an idea

of what I was doing, so I just started making whatever, and then I connected my square (which is

the top one), with the squares that my table partners made and we made a whole new sculpture,

which kind of looked like a robot.

To make this lesson plan more challenging for my more gifted kids, I would make them

do what I did with my table partners. First, they would make their own individual sculpture with

their pipe cleaners. Once they finish that, I would ask them to find a way to connect their

sculptures together with their table partners. From there you can ask them, Can you stand it up,

what would it need? To adapt this for older kids, I would have them recreate a structure that

they have seen before. It could be the empire state building, the flat iron building, or anything

that they have seen, and it would have to stand up.

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Finally, out of the four projects presented to us in this studio, the one that I would want to

do with my own classroom would be the twisteeze sculpture project. A lot of what I want to

introduce to my future students are different materials that can be used as art. The other materials

are all something that I have heard of, besides the mat board, so I would really like to introduce

the twisteeze to my kids. They would have fun creating sculptures with this, and I would enjoy

watching what they make and how they make it and talking to them about their thought process

while making their piece of art.

Studio #4 Dance

I really enjoyed going to the Zuzi dance studio. I had

never been to one before, so leading up to this, I was excited

because I wanted to know what a dance studio looked like and

this was something different for me, so I was excited to see

what we would be doing that day. The only problem I had with

this was the parking, but once we figured that out, it was

smooth sailing.

Before doing this, I didnt really know what to expect. Would they be showing us how to

dance or would we be dancing as well? How interactive was it going to be? Right as we got

there, Nanette put us to dance. I remember that the first activity that we did we had to get a

partner. They had to close their eyes and I had to lead them around the room. To me this was kind

of a trust activity. I had fun doing this, and I liked being in control. When it came time for me to

be led I had no problem giving someone else the control. However, even with my eyes closed I

could still see shadows and at times it felt like I was going to bump into somebody. When I felt
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that way I would kind of stop or resist where my partner was leading me; however, after some

time I learned to trust her.

Most of the activities that were presented to us were activities that I would do with my

children and that they would enjoy as well. The only one I would consider not introducing to my

students would be the very first one that we did. I feel like a lot of us had trouble letting go and

letting someone else lead them. So, I would consider my students before attempting this with my

kiddos.

Studio #5 Charcoal

For this final studio we were given charcoal,

compressed, vine, and pencil. We then went outside

and chose some piece of nature, and we were tasked to

draw it. In the upper left where the circle is at there is

a drawing that I did with my charcoal pencil. This one

is probably my favorite one because its the one that

looks closest to the real thing. However, I did not have

the most fun using this material. I enjoyed the vine and compressed charcoal the most because I

liked that I could use different techniques with these two. With the pencil charcoal it felt like just

using a regular pencil, so that wasnt really a new experience for me.

Whenever I do try to draw, I always try to make whatever Im drawing look exactly like

what it is that Im trying to draw. So thats what I was trying to do with the pencil, and I tried to

do the same thing with the compressed and the vine charcoal, but those were more stubborn.

They didnt always do what I wanted them to do, so I had to improvise with those two, which

took me out of my comfort zone. Those two drawings are the two that are on the right. I tried
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doing the same thing with the two charcoals, but as you can tell they came out looking slightly

different. Because these two charcoals didnt really want to do what I wanted them to do, I

decided that I was going to make random drawings, and truly experiment with these. Those

drawings would be the circle, the one on the corner, and the one on top of that one which is

barely visible. In the end, I really wanted to experiment with rubbing, so I made light marks and

I just rubbed what I drew and the drawing on top was made from the charcoal residue that was

left on my hands; I wanted to see what I could draw.

I like the idea of introducing charcoal to younger kids. I did this with my own classroom,

and I learned more about this material along with my students. It was nice, I just gave them a

prompt and, they began to draw. This open-ended activity really allowed them to think outside of

the box and it allowed them to make a drawing that was truly theirs. I also loved hearing all their

comments about the charcoal, since it was their first time using it. I hope to get the chance to do

this again with my future students.