For my installation, I want to create an installation of the human body and create it with fabric. I would find the fabric in old or used sweaters and would likely need 7 different colors. The average cost of a thrifted sweater is $2. I would also need 2 boxes of nails, totaling $14. To stuff this piece, I would need polyfill, which would likely be around $10. To display this piece, I would need a space around 3' wide, 3.5' deep, and 5' tall. I expect this piece to take me around 1 week to complete.
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In the activity for the Artist Timeline, we asked ourselves several questions about impactful moments in our artistic journeys. An example of this would be "What was a hard moment for you as an artist?" or "When is your earliest memory of creating art?". Each of these questions was answered silently amongst the class and documented in our journals. In elementary school, I experimented with colors, creating lines and shapes; much of my art was created in order to complete assignments. As I aged into middle school, I started working with drawing tutorials on websites such as YouTube and often visited my neighbor and watched her create art. I credit much of my early growth to my neighbor. In high school, once again, I found myself creating to complete assignments rather than creating for joy. It was at this point that I entered AP Art classes and started to find more joy in experimenting with ideas and research. In college, my creation process has been a mixture of creating to complete work as well as creating for enjoyment. I have found myself documenting ideas that inspire me so that I can refer back to them for future projects.
During this activity, students were tasked with creating an "aesthetic board" based on what they found to be beautiful, filling two pages of a sketchbook. For my aesthetic board, I chose to include things around my room as well as post cards that I had collected over time. During class discussion, the class was asked whether we believed that the aesthetic boards were more art or just a collection of items. After the class shared their opinions, we were then asked what these boards could be used for in the classroom and what patterns we could find within the pieces. Much of the discussion centered around content, context, and assignment. These questions were asked because they were meant to challenge our way of thinking as both artists and teachers. As artists, we view the work as a collection of ideas and materials to use for future inspiration. As teachers, we view the work as a way to plan out future lessons and how we can challenge our students artistically. For this activity, we were tasked with creating two questions that we wanted viewers to ask about our aesthetic boards. We then switched and rotated in groups to answer people's questions. Each rotation lasted two minutes to allow people ample time to answer. After the conclusion of the strategy, I reflected on how I felt about the strategy from a student's perspective. I felt that this was a very simple way for people to get involved, but it still allowed people to feel like they had control over how people would answer questions about their work. I think that this strategy would be especially helpful in middle school settings, where young artists may still be unsure about their work and may need support instead of criticism. In a high school setting, this activity can be helpful to get students to critically think about their work as well as others.
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