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| eeeeeeeeeeeeeeeeeee! |
Bis spaeter!
Ms. K
Friday, January 31, 2014
OKAY last update for today....Twitter news :)
Thursday, January 30, 2014
Found Object Art
Let's talk about Found Object artwork.
I frequently come across found object art on Twitter and in random google searches/websites... and sometimes I just post it for the laughs...*
* However, the anthropomorphic qualities of found objects and items would be a REALLY fun lesson to have students explore with photography. I can remember when I was little (and, honestly, sometimes nowadays) seeing faces in cars, trees, food (peas have faces and you know it). I thought I was a pretty imaginative kid and only after reading more into Psychology and how we perceive the world did I realize that... everyone does this! Again, "Faces in Things" would be a great mini lesson to get kids thinking about how to see objects and identify expressions. Could be developed into a scavenger hunt of sorts....
But I digress. The real meat of this entry is all about found object ART: creating it, scavenging the supplies, and ultimately (hopefully) creating a successful lesson about assemblage and combination of dissimilar elements to create a unified whole. SO let's get to it!
As an artist, I find the use of found objects and junkyard items to create art can be extremely... time-consuming. I have the good fortune of my aunt and uncle possessing a large car junk yard which also houses snowmobile parts, farm equipment (old and in disrepair), bed springs, YOU NAME IT! I have read and researched from other art teachers that a supply of 'junk' and 'bits and pieces' is always good to have. I can see my future art room now...cluttered to the ceiling with JUNK? No. No no. Anyway....
Step 1: Seek materials. I should stop right now and thank my uncle for a. letting me pick and choose through components and tear apart Volkswagen fenders, b. teaching me how to safely do so (GLOVES ALWAYS), and c. teaching me how to weld and use a cutting torch. Of all the art teacher skills to have welding is definitely the one that makes me feel the coolest. As a self-proclaimed ridiculous person my art room would have junk sorted into categories. I would have students bring in objects to take apart or to use in their art. I would separate metals from non-metals (for obvious reasons), technical or computer components (easy to find in a college town with reckless residents), foam, cardboard, little trinkets (watch parts, statues, jewelry), nuts and bolts, and pretty much anything else I could get my hands on.
One artist to feature showed up on my Twitter some time ago. Edouard Martinet - his work is exquisite and shows high quality product:
Step 2: Organization. As stated in step 1, it would be VITAL to me to organize the supplies in this way - in case I needed to narrow down the requirements or expectations for the assignment - and so I would be able to modify for age groups/changes. I would also keep joint components (screws, glue, nails, etc) separated depending on age group and use. I will provide found objects for students in the classroom if need be present. I will also provide binding materials (tape, glue, rubber cement, screws, nails, etc.).
I frequently come across found object art on Twitter and in random google searches/websites... and sometimes I just post it for the laughs...*
HOW DARE YOU pic.twitter.com/eqyHx8Pc2R
— Faces in Things (@FacesPics) January 7, 2014
 |
| Leaping Fish, Detail, 2011 |
* However, the anthropomorphic qualities of found objects and items would be a REALLY fun lesson to have students explore with photography. I can remember when I was little (and, honestly, sometimes nowadays) seeing faces in cars, trees, food (peas have faces and you know it). I thought I was a pretty imaginative kid and only after reading more into Psychology and how we perceive the world did I realize that... everyone does this! Again, "Faces in Things" would be a great mini lesson to get kids thinking about how to see objects and identify expressions. Could be developed into a scavenger hunt of sorts....
But I digress. The real meat of this entry is all about found object ART: creating it, scavenging the supplies, and ultimately (hopefully) creating a successful lesson about assemblage and combination of dissimilar elements to create a unified whole. SO let's get to it!
As an artist, I find the use of found objects and junkyard items to create art can be extremely... time-consuming. I have the good fortune of my aunt and uncle possessing a large car junk yard which also houses snowmobile parts, farm equipment (old and in disrepair), bed springs, YOU NAME IT! I have read and researched from other art teachers that a supply of 'junk' and 'bits and pieces' is always good to have. I can see my future art room now...cluttered to the ceiling with JUNK? No. No no. Anyway....
Leaping Fish, 2011
I created this piece when I returned to Northern in fall of 2011 for a 'cognate' art class. The class was Physical Structures and the challenge was to create a work of art using 'non-conventional materials' or found objects. Well.. challenge accepted!
 |
| Moving the big ol' fish across the yard |
One artist to feature showed up on my Twitter some time ago. Edouard Martinet - his work is exquisite and shows high quality product:
Amazing new insect assemblages made from repurposed car and bike parts by Edouard Martinet. http://t.co/ofF3IBGQ5A pic.twitter.com/oRiNPjxcrT
— Christopher Jobson (@Colossal) November 20, 2013
He has a keen eye for what objects can create what parts of an animal or insect. Also, his pieces are BIG and he lists all the components that make up each animal. I am currently in love with his work. Another artist I have admired since creating Leaping Fish and having my professor tell me all about him is Ritch Branstrom.
#Ritchbranstrom!! I am so excited :) #upperpeninsula #maea2013 pic.twitter.com/gpIkicQ0kj
— Breanne Kanak (@MsBreKArt) October 25, 2013
Branstrom is a resident of the UP and frequents Marquette to display work and from what I understand to find supplies for artworks. I was lucky enough to meet him at the Michigan Art Education conference this fall in MackinawStep 2: Organization. As stated in step 1, it would be VITAL to me to organize the supplies in this way - in case I needed to narrow down the requirements or expectations for the assignment - and so I would be able to modify for age groups/changes. I would also keep joint components (screws, glue, nails, etc) separated depending on age group and use. I will provide found objects for students in the classroom if need be present. I will also provide binding materials (tape, glue, rubber cement, screws, nails, etc.).
Elements of
design that could be utilized and explored: Shape, Form, Space, Texture, Color,
Emphasis, Movement.
 |
| Barbara Franc |
1. Students
will check in with their found objects for class credit.
2. Students
will begin to take apart their objects and create an inventory of each
component. Students will need to find a way to contain their object components
for the project duration.
Note: As a
found-object sculptor, I find making lists is an excellent way to keep track of
available materials. Also, students will have to create a list of the components that make up their sculptures.
3. Students
will create concept drawings to plan. Students should
address balance, aesthetics, weight, display, and consider their creative
choices during this process.
4. Elaboration
of design, as indicated by the planning stage, is important. Three drawings will be required and the student will choose which drawing will be reconstructed. Students do not have to strictly adhere to their
drawings. Play and experimentation with form, design, and placement is
important.
5. Sculptures should be free-standing and representative of the natural movement/stance of the creature created. As an alternative solution to a base, students can also create mobiles or other forms of kinetic sculptures!
 |
| Rusty, Ritch Branstrom, 2011 |
Note:
Components that are not used can be utilized by other students or saved for
future projects.
For the moment I will tie this lesson in with my "Nature and Culture" unit plan. Frankly.. this is a direct juxtaposition of the two ideas because we are literally going to create nature with the items from our culture.. I geek out about this kind of thing. I did not have these parameters for my original project but by narrowing down the subject matter I would hope students felt less burdened. On that note - my educational burden continues. Back to reading, animating, revising said animations, and more!
Please consider nominating my blog for the Art of Education Art Ed Blog of the Year!
Back to the books,
Ms. K
Vote for my Blog!
So I have decided to go out on a limb and nominate my blog for Art Ed Blog of the year. If you would like to do the same.. here's the link: Art Ed Blog Nominations
Please nominate of your favorite art education blog(s). Do so by posting your favorites in the ‘comments’ section below.
- Be sure to include a link to the blog you’re nominating.
- Be sure to include WHY you like the blog, what sets it apart.
- You are welcome to nominate your own blog.
- You are welcome to nominate more than one blog.
- This website, The Art of Education, is not eligible for nominations. Sorry!
- We are looking for nominations in ALL areas. High School, Middle School, Elementary, Classroom Blogs, Teacher Resource Blogs, Comedy or Topic Specific Blogs like Assessment or Art History – Let’s see them all!
- Try to nominate new and upcoming blogs, too! We want to highlight art teachers doing great things and expose their work to a larger audience.
- Make your nomination by Friday, January 31st at Midnight CST.
Ms. K
Sunday, January 26, 2014
Nature and Culture
Holy.. it's already been almost 3 weeks! I can't believe how fast this semester is cruising by - and my weekends. I have so much work to do between studios and researching.. it's nice to be able to sit and write - even though I should probably be focusing on work. Oh well. Breaks are good too, right?
I had a huge brainstorming session about a new unit plan I am developing for my last (yes, LAST) art education class before I student teach. I already had a minor panic attack about my last year closing in and everything else...I survived that.
I wanted to explore an enduring idea that resonates with myself and my prior knowledge. Before finding my passion for teaching I wanted to be... a marine biologist. I loved the idea of learning about and from large sea mammals. Specifically orcas (thanks, Keiko). I kind of have a huge catalog of biological knowledge and random fun facts which I would love to incorporate into lessons! I have studied everything from bugs, to plants, to birds, to -- well, you get the idea.
So I am going to do it. Interdisciplinary learning brings reluctant artists into the room with more confidence and curiosity. The enduring idea is "Nature and Culture" and I want to see what high school students can come up with to create understanding between these two concepts.
Center for Contemporary Art and the Natural World
I had a huge brainstorming session about a new unit plan I am developing for my last (yes, LAST) art education class before I student teach. I already had a minor panic attack about my last year closing in and everything else...I survived that.
I wanted to explore an enduring idea that resonates with myself and my prior knowledge. Before finding my passion for teaching I wanted to be... a marine biologist. I loved the idea of learning about and from large sea mammals. Specifically orcas (thanks, Keiko). I kind of have a huge catalog of biological knowledge and random fun facts which I would love to incorporate into lessons! I have studied everything from bugs, to plants, to birds, to -- well, you get the idea.
So I am going to do it. Interdisciplinary learning brings reluctant artists into the room with more confidence and curiosity. The enduring idea is "Nature and Culture" and I want to see what high school students can come up with to create understanding between these two concepts.
Rationale:
Contemporary life and culture interacts with nature in diverse
and varied ways. By discussing and interpreting different contemporary artists,
both inside and outside of class, students will come to understand how modern
artists uphold relationships with nature through their work and explorations.
Through multiple media explorations students will build connections between
their own personal lives, our culture, and nature as we interact with it.
Nature has been interwoven with the history of human culture
and art production for millions of years. Students will conduct their own
personal research about contemporary artists and find personal connections to
nature in their own lives. The importance of understanding human interaction
and impact on nature is paramount to a successful study of nature and culture.
1.
Nature and culture interact.
2.
Nature and culture impact each other.
3.
Nature and culture depend on each other.
4.
Culture can affect nature adversely.
5.
Nature and culture are directly connected to
survival.
6.
Nature informs culture.
7.
Nature and culture have gender roles and
differences.
8.
Nature and culture operate similarly.
9.
Nature and culture can be territorial.
10.
Nature and culture change depending on geography and other factors.
11.
Nature and culture evolve.
12.
Nature and culture can be misunderstood.
13.
Nature and culture have their own visual cultures.
14. Nature
and culture have societies and communities.
15. Nature
and culture are full of diversity.
16. Nature
and culture operate in cycles.
17. Nature
and culture change constantly.
Lesson Ideas*:
·
Veterinary medicine – creating prosthetics for
animals (3D PRINTING [I have a problem])
·
Captivity
·
Design an outdoor space
·
Native American Birth Totem Repousse
·
Classroom Art Animal (Alebrijes)
·
Fashion design/ hair design
** The idea behind these lessons is to make students think about how nature informs culture. Students will not be limited to their own natural environment for the majority of the assignments, because the natural world expands so far and wide. I want to provide many possibilities for research and references. Again, interdisciplinary practices in the art room - my teacher warns against them, but frankly... I see it as an opportunity to make connections.
Andy Goldsworthy
Center for Contemporary Art and the Natural World
I need to do more research on example artists but this comes back to my struggle with teacher samples.. I don't want to give kids the answers! It's so hard to sit and come up with a result that will not create a blueprint for copying. "Ms. K did this so I should do that too!" No... no no no. To combat this problem I will try to select from a large number of contemporary artists working with nature and natural elements as their themes/enduring ideas. Then I will pair those artists with different references from nature (animals, plants, environments, etc.). Students would be required to do outside research and bring in their OWN reference materials. I want to foster accountability for student work; if they have questions they need to seek the answers.
Okay. I really do have to get back to reading/animating/planning. I just needed to put that down on 'paper'.
Happy blizzard warning!
Ms. K
Sunday, January 19, 2014
After Effects Experiment
First experiments in After Effects - I don't want to talk about how long it has taken me to get to this point... and this is ONLY PROJECT 1.. and the teacher hasn't seen it... ayiyi
Assignment:
"Create an animation using Adobe After Effects that is inspired by (or derived from) the work of Oskar Fischinger. As Fischinger's work has been remediated many many times, additional contemporary animators may influence the project. The animation is, in essence, an animation of dancing shapes that move in relationship to the audio - Visual Music. The relationship between the audio and the imagery may be explicit (i.e. synchronized) or implied (i.e. "felt").
The animation should explore the visual birth, life, and death of shapes within the frame... how does a shape appear, what does it do while visible to the viewer, and how does it disappear? Particular attention should be paid to how shapes interact with the edges of the frame -- do not treat the edges of the composition as a limiting border, shapes should freely pass in and out of the composition. Acceleration, deceleration, and overlapping action should be applied as appropriate to create a fluid animation sequence."
Ms. K
Saturday, January 18, 2014
Weaving as a Learning Tool
Hey all!
I needed a break from blogging - first week of classes was crazy hectic but I think I will have a better handle on it this week. All in good time, right? I think instead of doing a post each day I will do them.. when I have time. Each day is a lot to take care of without posting a lengthy and wordy blog!
Here we go:
I want to be perfectly clear: I do consider weaving a craft. Crafts are generally considered on a different level than 'art' in all its forms. However, I believe the craft of weaving is very meditative, personal, and even mathematical. For example, I had campers create, measure, and mark their own cardboard looms. They had to decide what size the finished piece would be and what it would house or hold. Many of the older campers wanted to make phone or MP3 cases. Younger students made purses and wallets and gifts.
In all of my art education classes the context of art and art production is stressed in teaching. The problem with that is the fear of superficial and surface level explorations of media. Or worse, stereotypical. Usually teachers refer to Native American crafts when talking about weaving.. but what about the intricate Indian tapestries? What about Central American blankets and sarapes? The use of the work when it is finished should be a part of the learning experience. What is weaving for? Why is it important? How has it impacted our history in the United States? There are so many questions to engage students and get them thinking about weaving!
I plan on teaching weaving in my own art classroom. Regardless of the craft stigma attached to weaving, students learn a great deal about many disciplines. We could talk about how wool yarn is processed and made, using rulers to create notches for the warp threads, the historical and traditional uses of weaving, and the symbolism of color in weavings from different cultures. With older students I would have size requirements and demonstrations. Students would have to create their own looms and learn to set the warp threads as well as choose significant colors. The final product would be a container for an important person in their life. Students would need to explain their choices (colors, buttons, and all) in writing and present work for critique.
With younger students I would approach weaving in more interactive ways. I found a great blog post about a teacher who has her students 'weave through each other'. Students learn about warp and weft by becoming them! Students stand to represent the warp threads and then their classmates walk in a s pattern through the warp threads, just like under-over in weaving! Such a great activity and it gets the kids up and moving :) I would have students do that activity, weave paper first and then move them up to creating weavings on pre-cut looms (by yours truly) or maybe even have the kids make their own! It would all depend on time.. just like everything else in a classroom, right?
Weaving is a great learning tool for students of all ages. The action of weaving is calming and meditative and promotes concentration. Students need to have a basic knowledge of measuring and the act of warping looms improves fine motor functions. Also, this is a craft that students can teach to each other! I noticed at camp that many of the kids were helping each other with different problems and working together to create more intricate and interesting weavings. Students learned that by threading beads onto their weft threads they could create textures and designs! I think it would be really fun (and I am planning on this with my little scampers) to do some outdoor weaving using items found naturally in the environment. Students would have to create a loom with tree branches, warp the loom, and then fill it with plants and found objects...
Just something to think about, I suppose. Ms. K is going to weave like crazy in the future!
Until next time,
Ms. K
Here we go:
Artist Ruben Marroquin of @weavinghand creates fabric on a loom in the "Interwoven Globe" exhibition. #metfiesta pic.twitter.com/K3Gjb6WXxI
— metmuseum (@metmuseum) October 5, 2013I want to be perfectly clear: I do consider weaving a craft. Crafts are generally considered on a different level than 'art' in all its forms. However, I believe the craft of weaving is very meditative, personal, and even mathematical. For example, I had campers create, measure, and mark their own cardboard looms. They had to decide what size the finished piece would be and what it would house or hold. Many of the older campers wanted to make phone or MP3 cases. Younger students made purses and wallets and gifts.
In all of my art education classes the context of art and art production is stressed in teaching. The problem with that is the fear of superficial and surface level explorations of media. Or worse, stereotypical. Usually teachers refer to Native American crafts when talking about weaving.. but what about the intricate Indian tapestries? What about Central American blankets and sarapes? The use of the work when it is finished should be a part of the learning experience. What is weaving for? Why is it important? How has it impacted our history in the United States? There are so many questions to engage students and get them thinking about weaving!
I plan on teaching weaving in my own art classroom. Regardless of the craft stigma attached to weaving, students learn a great deal about many disciplines. We could talk about how wool yarn is processed and made, using rulers to create notches for the warp threads, the historical and traditional uses of weaving, and the symbolism of color in weavings from different cultures. With older students I would have size requirements and demonstrations. Students would have to create their own looms and learn to set the warp threads as well as choose significant colors. The final product would be a container for an important person in their life. Students would need to explain their choices (colors, buttons, and all) in writing and present work for critique.
With younger students I would approach weaving in more interactive ways. I found a great blog post about a teacher who has her students 'weave through each other'. Students learn about warp and weft by becoming them! Students stand to represent the warp threads and then their classmates walk in a s pattern through the warp threads, just like under-over in weaving! Such a great activity and it gets the kids up and moving :) I would have students do that activity, weave paper first and then move them up to creating weavings on pre-cut looms (by yours truly) or maybe even have the kids make their own! It would all depend on time.. just like everything else in a classroom, right?
Weaving is a great learning tool for students of all ages. The action of weaving is calming and meditative and promotes concentration. Students need to have a basic knowledge of measuring and the act of warping looms improves fine motor functions. Also, this is a craft that students can teach to each other! I noticed at camp that many of the kids were helping each other with different problems and working together to create more intricate and interesting weavings. Students learned that by threading beads onto their weft threads they could create textures and designs! I think it would be really fun (and I am planning on this with my little scampers) to do some outdoor weaving using items found naturally in the environment. Students would have to create a loom with tree branches, warp the loom, and then fill it with plants and found objects...
Just something to think about, I suppose. Ms. K is going to weave like crazy in the future!
Until next time,
Ms. K
Monday, January 13, 2014
The Stigma of 3D printing: Do not fear the unfamiliar
Post 1: The Stigma of 3D Printing in the Art Room
Seriously.. I cannot stop thinking about 3D printing. The art applications for 3D printing span far and wide. Fashion, entertainment and of course the creative design industries are all beginning to utilize 3D printing to fabricate new and exciting works and products. Every day I wake up to a new article or news blip about the uses of 3D printing outside of the art world as well. Even today, sitting in my introductory ceramics course, the professor went into the multifaceted uses for 3D printing in the medical and design industries. Long story short: 3D printing is here and is creating big changes in the way we think about manufacturing. So why all the stigma on this new and frankly AMAZING technology?
As a classically trained draftsman (woman) and painter I can see why this would stir fear into the hearts of art educators. What exactly is 3D printing? (beware, reading ahead). My basic explanation for it was 3D printing is an additive process for replicating 3D files from a computer, using various materials and varying amounts of time. I loved the faces in the crowd.
A discussion I was involved in on a Facebook Art Teachers page became rather heated after 3D printing was put on the table. Some of the main arguments against 3D printing concerned price, accessibility, difficulty, and "what is the point?!". I hate to be this person.. but the older veteran teachers were the most opposed to 3D printing in the classroom. I have seen it before in my university classes as well. The professors who are unfamiliar with the technology and its many MANY uses are apprehensive to explore it. I wanted to know why, so I stirred the pot a bit and posted this link in the comments. If I've learned one thing about art history.. it's that everyone loves Van Gogh. The attitude immediately changed from vehemently negative to curious. We should not fear what we don't understand, being the moral of the story, right? One teacher even brought up the idea of using 3D prints for his visually impaired students - what a concept! Exploring texture and form through kinesthetic learning. See!? This is why I can't get enough of this stuff haha! A post a few days before this one stated:
Now.. I am going into secondary (middle and high school) education, so this post kind of clicked a switch. Should kids that young have access to that technology? Now it comes down to opinions. As I said we had the opponents (cost, time, difficulty level) and the proponents, such as one woman who explained her own child's use of the technology:
And the retweet this response originates from, found below, puts students as young as fourth grade-level using 3D printers. I had discussed with classmates the uses of 3D printing in their non-art classrooms at all levels and was met with blank stares. SERIOUSLY? You could create models of architectural landmarks, spare parts for gym equipment, molecular models, prototypes of machines, RANDOM STUFF. Okay, rant over..Kind of. I think the main issue in schools is that teachers are not trained, or will not bother to look into, 3D printing as a learning tool. It is a rather daunting task when you read some of the more technical articles about engineers and even doctors who use this technology. But there are many classroom-friendly options coming to market for teachers and general consumers. AND THAT IS WHY I CAN'T CONTAIN MYSELF.
In my own technology in education course I explored the applications of 3D printing in three different classroom environments: the gym class, the english classroom, and of course the art room. In the gym class (or health class for that matter) there are many possibilities for 3D printing. I cited a few uses such as replacing components of machines and spare parts. Think about a 3D printed racquet or basketball hoop? In the health classroom a teacher could 3D print a model of lungs or other organs to demonstrate the effects of toxins or.. seriously. My brain overflows with this verbiage. In the English classroom, 3d printers can help take learning to the next level. After reading a story together as a class, students, using a 3d printer, could then analyze a particular character from the story by actually bringing them to life. Setting can also be created using 3d printing. For instance, if a story is set in a castle, students can actually re-create that castle, and within a short time, have the mold sitting right in front of them! (transcript from video)
In my art classroom, I would use the Autodesk iPad app 123DCreature (mentioned in the earlier Facebook comment and video), which allows students to create and render their own 3D objects and creatures by hand. They can literally touch the arms, legs, tails, and whatever else of their creature using the app. The creatures created in the app can be 3D printed through the classroom printer or can be outsourced to 3D printing companies. In my own art I will be exploring the use of 3D modeling and rendering in animation and maybe, just maybe, I can create some files to outsource and print. A girl can dream.
Luckily for the education students here at NMU my research and presentations were convincing enough to prompt the purchase of 2 Makerbot 3D printers! The printers will be used by future education students to further their knowledge of modern technology in the classroom. And I am not kidding about hugging them. It's going to happen soon.
I would love to be able to document and share that whole process with students. So much to learn. SO LITTLE TIME IN A DAY. And that's the other question: how much time can a teacher really commit to creating 3D prints? It takes time to develop the files and object, the printing itself takes hours and sometimes days... it's a conundrum. One I hope that teachers are not afraid to take on because the 3D printing industry is making our world a very different place every single day.
Ms. K
Why are so many #arteducators afraid of #3Dprinting ?? I must know... because I am so beyond jacked about it.
— Breanne Kanak (@MsBreKArt) December 24, 2013Seriously.. I cannot stop thinking about 3D printing. The art applications for 3D printing span far and wide. Fashion, entertainment and of course the creative design industries are all beginning to utilize 3D printing to fabricate new and exciting works and products. Every day I wake up to a new article or news blip about the uses of 3D printing outside of the art world as well. Even today, sitting in my introductory ceramics course, the professor went into the multifaceted uses for 3D printing in the medical and design industries. Long story short: 3D printing is here and is creating big changes in the way we think about manufacturing. So why all the stigma on this new and frankly AMAZING technology?
As a classically trained draftsman (woman) and painter I can see why this would stir fear into the hearts of art educators. What exactly is 3D printing? (beware, reading ahead). My basic explanation for it was 3D printing is an additive process for replicating 3D files from a computer, using various materials and varying amounts of time. I loved the faces in the crowd.
A discussion I was involved in on a Facebook Art Teachers page became rather heated after 3D printing was put on the table. Some of the main arguments against 3D printing concerned price, accessibility, difficulty, and "what is the point?!". I hate to be this person.. but the older veteran teachers were the most opposed to 3D printing in the classroom. I have seen it before in my university classes as well. The professors who are unfamiliar with the technology and its many MANY uses are apprehensive to explore it. I wanted to know why, so I stirred the pot a bit and posted this link in the comments. If I've learned one thing about art history.. it's that everyone loves Van Gogh. The attitude immediately changed from vehemently negative to curious. We should not fear what we don't understand, being the moral of the story, right? One teacher even brought up the idea of using 3D prints for his visually impaired students - what a concept! Exploring texture and form through kinesthetic learning. See!? This is why I can't get enough of this stuff haha! A post a few days before this one stated:
And the retweet this response originates from, found below, puts students as young as fourth grade-level using 3D printers. I had discussed with classmates the uses of 3D printing in their non-art classrooms at all levels and was met with blank stares. SERIOUSLY? You could create models of architectural landmarks, spare parts for gym equipment, molecular models, prototypes of machines, RANDOM STUFF. Okay, rant over..Kind of. I think the main issue in schools is that teachers are not trained, or will not bother to look into, 3D printing as a learning tool. It is a rather daunting task when you read some of the more technical articles about engineers and even doctors who use this technology. But there are many classroom-friendly options coming to market for teachers and general consumers. AND THAT IS WHY I CAN'T CONTAIN MYSELF.
3D printing in 4th grade! @DonorsChoose @makerbot pic.twitter.com/0b5wDLDEkR
— Laura Hubert (@Laura_Hubert) December 7, 2013In my own technology in education course I explored the applications of 3D printing in three different classroom environments: the gym class, the english classroom, and of course the art room. In the gym class (or health class for that matter) there are many possibilities for 3D printing. I cited a few uses such as replacing components of machines and spare parts. Think about a 3D printed racquet or basketball hoop? In the health classroom a teacher could 3D print a model of lungs or other organs to demonstrate the effects of toxins or.. seriously. My brain overflows with this verbiage. In the English classroom, 3d printers can help take learning to the next level. After reading a story together as a class, students, using a 3d printer, could then analyze a particular character from the story by actually bringing them to life. Setting can also be created using 3d printing. For instance, if a story is set in a castle, students can actually re-create that castle, and within a short time, have the mold sitting right in front of them! (transcript from video)
In my art classroom, I would use the Autodesk iPad app 123DCreature (mentioned in the earlier Facebook comment and video), which allows students to create and render their own 3D objects and creatures by hand. They can literally touch the arms, legs, tails, and whatever else of their creature using the app. The creatures created in the app can be 3D printed through the classroom printer or can be outsourced to 3D printing companies. In my own art I will be exploring the use of 3D modeling and rendering in animation and maybe, just maybe, I can create some files to outsource and print. A girl can dream.
Luckily for the education students here at NMU my research and presentations were convincing enough to prompt the purchase of 2 Makerbot 3D printers! The printers will be used by future education students to further their knowledge of modern technology in the classroom. And I am not kidding about hugging them. It's going to happen soon.
My #edtech projects about #3dprinting prompted NMU to purchase 2 printers for the new design lab. I'm going to hug them when they arrive 💙
— Breanne Kanak (@MsBreKArt) December 11, 2013I would love to be able to document and share that whole process with students. So much to learn. SO LITTLE TIME IN A DAY. And that's the other question: how much time can a teacher really commit to creating 3D prints? It takes time to develop the files and object, the printing itself takes hours and sometimes days... it's a conundrum. One I hope that teachers are not afraid to take on because the 3D printing industry is making our world a very different place every single day.
Ms. K
Ai Wei Wei... RETWEETED ME
Excuse me while I die.
RT @MsBreKArt: Just finished watching @AWWNeverSorry ... Social issues brought into the open using art, social media, and humanity....
— Ai Weiwei Film (@AWWNeverSorry) January 13, 20142014: Planning is the foundation for my sanity
Whoa so I just tried to type in 2014 and ended up with 2024... what a feat that would be haha.
Anyway, a new year has started and with it come new challenges. Academic, personal, and physical (the physical being shoveling all the SNOW here in Marquette). I have come up with a plan for my blog this semester/new year.
If you didn't know already I have activated a Twitter account MsBreKArt and that has been EXPLODING with activity. Mostly from yours truly. In short, I have mostly been using my Twitter to post academic resources and lesson ideas.
Here's the plan: Starting today (after classes, of course) and each day thereafter I will embed a link off of my Twitter page and create or brainstorm for a lesson from that link. I have been doing that in my head for most of the resources but now I want to put it into writing. Some of the links are really bizarre or what might be 'impossible' to accomplish in the classroom.
Naysayers beware: problem solving is most definitely my thing.
I am looking forward to this project. Again, I hope to post a new idea each day. I welcome your comments and feedback on the lessons as well as in general!
Happy 2014, everyone. Here we go.
Ms. K
If you didn't know already I have activated a Twitter account MsBreKArt and that has been EXPLODING with activity. Mostly from yours truly. In short, I have mostly been using my Twitter to post academic resources and lesson ideas.
Here's the plan: Starting today (after classes, of course) and each day thereafter I will embed a link off of my Twitter page and create or brainstorm for a lesson from that link. I have been doing that in my head for most of the resources but now I want to put it into writing. Some of the links are really bizarre or what might be 'impossible' to accomplish in the classroom.
Naysayers beware: problem solving is most definitely my thing.
I am looking forward to this project. Again, I hope to post a new idea each day. I welcome your comments and feedback on the lessons as well as in general!
Happy 2014, everyone. Here we go.
Ms. K
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