Arts Explorer #10: Community Arts Project

Art word of the week: mass and volume
     Mass and volume is the measure in which we critique three- dimensional art, which has height, length, and width. As discussed by Schirrmacher & Fox (2009), mass or volume can be portrayed as:

http://laurenafernandez.files.wordpress.com

• Open or closed
• Heavy, bulky, massive; or light, delicate
• Hard or soft
• Large or little, big or small
• Stationary or moving

     I will come back to discuss mass and volume as it pertains to our Community Arts Project, but for now, let's get to know our cause a little more. When thinking about an issue that relates to diversity and social justice, we began researching to find a cause we were truly interested in. In doing so, we came across the Bystander Effect which is an issue in which people witness a crime being committed, however fail to do anything about it. Additionally, it has been proven that the number of bystanders around the event correlates with the probability that any one person will not do anything. Essentially, there is a higher chance of you calling for help if you were the only witness to a crime, whereas the chance of you calling for help when there are 4 bystanders is reduced by half. Quite the alarming statistics, especially seeing as most of us would say that we would do something. 

http://kansasgrassroots.com

     Using the arts was a key component of both our small and big ideas. Within the little ideas we came up with, a creative spin was put on the awareness of our cause within classrooms in the form of role plays. Students would be able to act out real life situations in which bystanders are taught to call for help. We also used the arts within our online petition and Facebook page to create awareness. Within our big idea, we proposed using a simulation at Yonge and Dundas Square. A simulation itself is an art form, therefore the underpinnings of this creative form are crucial in spreading the message. Another way we will be incorporating the form of art into our idea is by handing out take- away cards:

These takeaway cards integrate the form of mass and volume, a concept that was previously discussed. These stationary cards are light and delicate, penetrable and angular. We purposely created these cards to be small enough to have in a pocket or wallet so that our cause can be revisited at any time. 

    In discussing our big idea, we hope to involve some current and previous Ryerson students (Radio and Television and Theater) to help us execute and deliver the big message of our cause. We also hope to involve larger corporations such as BMO and IBM in order to gain financing for future expansion and awareness. Most importantly however we hope to involve the society as a whole to spread awareness. In doing so, we will rely on word- of mouth, door- to- door advertising, and our Facebook and petition pages.

http://www.metrolic.com

     In persuading the community to support our project, we hope to resonate with a lot of people by explaining that this cause is not only one that is close to home, and has the ability to not only affect them, but affect the people around them. Hitting a personal note with the community will hopefully not only help to gain awareness, but also create a positive change in statistics.

     I believe our presentation in class went well as I believe we captivated the attention of the audience early within the use of a deep opening question and video. A lot of the reactions we got from the audience regarding our cause were shock and disbelief so we are confident we achieved what we set out to do- provide awareness. I think one thing we could have done differently, is anticipating the issue of people at Dundas Square calling the police, fearing the simulation was real. Based on statistics, this would have not happened, however we always need to be prepared to face the unexpected. Other than that I believe our smaller ideas and our big idea will contribute to the success of raising awareness of the Bystander Effect.

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     In implementing an activity such as the one we engaged in, I think it is safe to say the scope of this project is too demanding for toddler or preschool children. However school- age children should be encouraged to engage in this kind of activity to promote awareness. Children should be let to research a cause that is meaningful to them, and create posters, ads etc. to demonstrate their view on the issue. Children can also be welcomed to perform skits of bullying in their classrooms and communities to raise awareness. I think the fundamental point learned within this assignment that any level of awareness is a positive one and that the first step in seeing a big change is taking any action, as small as it may be.

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.

Arts Explorer #9: Guerilla Art

Art word of the week: balance

     Balance "involves how an artist uses positive and negative space" (Schirrmacher & Fox, 2009, p. 143). When discussing positive and negative space we must remember positive space entails the space "taken up with lines, colours, shapes and forms" (Schirrmacher & Fox, 2009, p. 143). Subject matter, content and design all take the form of positive space. On the other hand, negative space "is the space left between or surrounding subject matter, symbols or shapes". (Schirrmacher & Fox, 2009, p. 142).

     In reading what the task was for this weeks Arts Explorer I initially remembered an article I read in a magazine a couple of months ago. The article and its focus was on a specific form of guerilla art. Guerilla art is a method of art making that involves leaving anonymous art pieces in public places. Essentially, it is a form of expressing personal views and opinions to a large audience. Included in this genre of art are:

• Sidewalk chalk
• Sticker art
• Flyers/ posters
• Leave behind letters, journals, books
• Post- It art

operationbeautiful.com

     In this particular magazine, the focus was on Post- It and poster art that was left on poles, signs, books and other places/ items that were easily accessible to the everyday person. These notes and posters were decorated with slogans and messages of beauty, individualism and positivity. I distinctly remember the article and what an affect it had on me so, in a sense I guess it was automatic for me to follow in its footsteps. In researching this form of art and expression further, I came across "Operation Beautiful" whose tag- line is "transforming the way you see yourself one post- it note at a time." In venturing around the website, I found an art form that not only conveyed a statement, but one that also demonstrated good karma vibes and plain fun. For more information on Operation Beautiful, visit http://operationbeautiful.com/. 

     It was my turn to indulge in this art form and spread the word. So I brought my notes to work and placed them in places customers would without a doubt find them. I work at a restaurant so I thought where better to hide these statements than in the obvious menus. I also posted one on the mirror in the washroom in order to reach (hopefully) more women. 

Note in Washroom

     In terms of the reactions I achieved, I saw many women smiling while coming out of the washroom. Although no one said anything they did not need to, as their facial expressions were all I needed. A couple of the servers also mentioned that smiles were present on many faces while handing back the menus. I'm not surprised that there was no verbal reaction towards the notes. I know for myself, if I were to find these notes I wouldn't say anything to the staff- it would be more of an inner reaction and a sense of warmth within me. 

Notes in Menus 

     The process of this Arts Explorer began with a recollection of an article that had an obvious impact on me. It then turned into a form of research, and upon stumbling upon Operation Beautiful, it became more concrete and attainable. I pictured what I would think and feel if I came across these messages, which was a feeling that empowered and prompted me to do this Arts Explorer right away. I feel that although a little action, women and men alike would come to appreciate it. In a world where commercial advertising evokes what it means to be "beautiful", a simple note such as these would have a wonderful, original and genuine impact. 

     In terms of the balance of the artwork I can say they have an equal amount of positive and negative space. My writing, the stickers and the flower detail at the bottom take up quite a large amount of space, however within the shorter  notes, the amount of negative space seems to be the same amount. It is only within the longer note that the negative space seems to have diminished, creating a more cramped look. I would also consider my notes to be symmetrical (formal) as "the shapes are evenly or equally balanced around the same point" (Schirrmacher & Fox, 2009, p. 143). If I were to fold the notes in half I believe both sides would have the same amount of writing, flower detailing, and stickers. In using the symmetrical (formal) balance technique, the notes look cleaner, more put together and aesthetically appealing. 

guardian.co.uk

     I really enjoyed this Arts Explorer activity, and I think implementing one like this in the Early Childhood classroom would be beneficial. Older children could be given the opportunity to do the same form of guerilla art I did. In encouraging children to hide positive notes around the classroom, they will develop and sustain their cognitive, social and emotional needs. Discussing feelings and emotions also work hand- in- hand with this activity as children can talk about how they felt when they found each note. Children of a younger age can also engage in sidewalk- chalk art by drawing things that are meaningful to them and others who may stumble upon their masterpiece. Drawing a big smiley face for example may have the potential to elicit the meaning of happiness and positivity among viewers and may be all they need when dealing with a bad day. It is astounding to see how such a small concept such as guerilla art can harvest such large and positive results among a whole community and beyond!

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.

Arts Explorer #8: Pretend Play & Magical Thinking

Art word of the week: design or composition

     Design or composition "is the overall mark of success, the standard of achievement and the frosting on the cake" (Schirrmacher & Fox, 2009, p. 142). As Schirrmacher & Fox (2009) discuss, when thinking about design or composition, we must ask ourselves the following questions:

• Did the artist accomplish what he or she originally set out to do? Was the artist successful?
• Do line, shape, colour, texture and form blend and work together as a unified whole? Is the arrangement of these artistic elements pleasing and satisfying?
• Does the finished work impact a sense of overall order, coherence, equilibrium, and organization?

     We will get back to the discussion of design/ composition as it regards to my piece of work below. With that being said, I would like to introduce...

Tina Towel!

     Tina Towel is a 28 year old esthetician who loves pampering not only her clients but herself. She regularly travels to such exotic places as St. Lucia, Barbados and The Bahamas with her husband of 2 years Carl Cloth. Tina graduated from the Esthetician program at Seneca College and ever since has had a passion for opening her own salon in her home (Carl is still working on the renovation). Until then, she is content with working at her neighborhood salon just down the street. Tina lives around the Rosedale area in Downtown Toronto, where her and Carl have lived in their 5 bedroom house for 1 year. She has 2 dogs, Muffy and Burt whom she walks and grooms religiously. Tina would love for children one day, but wants to create a secure foundation in her own business before doing so. 

     Tina speaks fluent English and French, however would love to learn Spanish and German. Tina loves to learn new things, travel, watch movies, and read. Some of her favourite movies include Breakfast at Tiffany's, Mary Poppins, Heidi, and The Sound of Music. Aside from movies, Tina loves a variety of music from The Beatles to Adele, and can always be found on the dance floor. She also absolutely loves cooking, physical activity (especially yoga), and tweeting. Did I mention shopping? Tina has a scary shopaholic behavior, one that she is trying to get a handle on. 

     Tina however dislikes pickles, beets, and insects. She also does not care for coconut or sushi, two dislikes her friends tease her about nonstop. Tina also dislikes rude ungrateful people, but believes in karma, so she's content that "what goes around will undoubtedly come around."

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     In discussing Tina Towel's design/ composition I can say that I did accomplish what I set out to do. I wanted to create a seemingly fancy, career oriented woman who had a passion for day- to- day normal things and who had a strong sense of pride. You can see this through her "expensive" glasses and purse, as well as the flower in her hair. The arrangements of these artistic elements were not only pleasing but also satisfying.  Little details went a long way with Tina Towel. The overall sense projected by Tina Towel is also one of cohesiveness, equilibrium and organization. Again, her details of the flower, bright red lips, sunglasses and purse all come together to create a polished look, one that is reiterated in her personal description of living in a wealthy neighborhood, having an education etc. 

     In terms of an Early Childhood setting, this activity would serve many rewards to children and teachers alike. Even when thinking of an inanimate object I felt my creative juices flowing- how could I revamp this typical paper towel roll into a person? Picking up traits from one object to another definitely helped, and created a more cohesive flow. Children who engage in this activity will be given the opportunity to do the same. They will be able to act out/ portray their most wildest beliefs, desires and emotions within a figurative character, developing not only their cognitive skills but their emotional, and social ones. Teachers also have the ability to learn more about their children, and are better equipped to plan activities that focus around the ever important realm of "pretend play & magical thinking."

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.

Arts Explorer #7: Grocery Shopping with a Twist

Art word of the week: shape

     Shape "is an appropriate criterion for critiquing two- dimensional art that has length and width" (Schirrmacher & Fox, 2009, p. 140). Essentially, shape refers to the outside, or edge of an object and is "defined by a line or outline, or by contrasting colour or texture in the surrounding area" (Schirrmacher & Fox, 2009, p. 140). Some characteristics, as outlined by Schirrmacher & Fox (2009) of shape are:

All Posters Images

• Simple or complex
• Circular or angular
• Tall or short
• Hard or soft
• Abstract or realistic

     In discussing shape within the limits of my grocery shopping sketches it is clear to see the connection. With this being said, grocery shopping has always been a fun task for me, and whenever I can, I like to do it. Now though, most of my grocery shopping is done by my parents, however if they forget just one item I am always the first to offer to go pick it up. Going into a grocery store can be a difficult and challenging feat for some- just buying the items on your list alone can be difficult as we are always surrounded by yummy food products, fascinating magazines, and often unneeded sale items. 

     One of my favorite food items to look at, buy and create are desserts. Some examples of these yummy treats are:

• Pumpkin Pie
• Banana Bread
• Frozen Yogurt 
• Strudels
• Fudge
• Cheesecake
• Fortune Cookies
• Chocolate Soufflé
• Chocolate Eclair
• Cookies
• Strawberry Shortcake
• Gingerbread
• Fruit Cake
• Smores
• Rhubarb Crumble
• Ice Cream Cake 
• Ice Cream Sandwich
• Carrot Cake
• Brownie
• Cupcake

My Sketches:

     All of my sketches present two- dimensional shapes in which you can see definite outlines, contrast, and figures. I wouldn't say my sketches are too simple nor complex, I believe they represent the median between both. The shapes themselves can be described as being solid, but light, soft and in a sense realistic. Because these were rough sketches, the shapes are clearly asymmetrical and vague, however do mesh well together in creating the whole image. 

     In terms of implementing an activity such as this one in an Early Childhood Classroom, I am all for it. I myself had a lot of fun thinking about some yummy treats and sketching them. This activity would be great for children to discuss colours, shapes and forms. Taking a look at typical grocery items will introduce children to mathematical, cognitive, and social skills as well. Implementing an activity such as this one will also sustain and reinforce children's knowledge of concrete and/ or real- life objects while enhancing fine motor skills as children draw, sketch and colour their specific food items. It is amazing how such a simple yet fun activity can provide so many rewards for young children!

  Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.

Arts Explorer #6: Gluing with Scissors

Word of the week: texture

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     Texture "refers to the surface quality of a work of art" (Schirrmacher & Fox, 2009, p. 144). When discussing texture with children, teachers and educators  alike should consider this fundamental question: "how does it feel?"  Younger children especially, love sensory activities- ones in which they can touch, feel, manipulate and explore materials, so probing them to think about this question will not only get them thinking, but will get them excited about their learning! According to Schirrmacher & Fox (2009), some terms that relate to texture in art are:

• Rough, bumpy or smooth
• Hard or soft
• Coarse or fine
• Furry, fuzzy
• Sharp

     Of course, this list is not by any means all encompassing as there are many other ways to describe the texture of materials.

     In thinking about an art activity for myself, my friends, and children that communicates personal identity and understanding of the world I thought about art activities I loved, and art activities I remembered the children from my placements loving. Coincidently, both were very similar, if not exact. With this said, here is my art activity:

Materials: Construction paper (variety of colours, sizes, shapes), textured materials (see below for examples), white glue.

1. Gather and set up! I simply went through my cabinets, cupboards, and drawers to look for interesting materials that had varying textures (ie: tissues, beads, foam cutouts, Popsicle sticks, Styrofoam cup, plastic fork, coke tabs, streamers, pipe cleaners). Other materials could include feathers, gems, stir sticks, paper clips, pasta, rice, etc.- BE CREATIVE, it makes for a more interesting discussion. I set my materials up openly on my desk, so I was able to grab whatever caught my attention. I suggest teachers and educators do the same, so children can choose what materials they like and want. Take out all materials from hard- to- open packages too for easy access.

2. Choose away! Encourage children to pick their piece of construction paper, and cut it into whatever shape they like. As the teacher/ educator you can precut shapes such as rectangles, circles, squares, triangles and hearts or just leave the paper as is. Let the children glue on their textured materials to their paper. Simple white glue will work.

3. Let dry and play! After the work has been left to dry, encourage the children to feel their artwork, noting all the textures they sense. For an interesting twist you can blindfold the children, and encourage them to examine the art of their peers, noting what they feel and what they may think the material is. 

     In discussing personal identity within this art activity, children should be asked why they chose the colours they did, materials they did and why they placed the materials where they did. You can learn a lot about your children through this discussion, and they in turn can learn a lot about themselves. For example if my friend was to ask me why I chose the colours I did I would respond with "well pink is my favourite colour, and green, yellow, and purple remind me of the summer, and I LOVE summer." Just within this simple question you have learned two things about me- I love pink and I LOVE summer. The way I placed my materials also show in a sense, how I am organized and meticulous even within my artwork. I do not just simply throw on whatever material I see, I strategically place each one on, creating a more cohesive look. 

     In digging deeper within children's artwork we can pick up important and necessary cues about who they are, their personal style and their understanding of the world- a large feat for any educator or teacher. 

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.

Arts Explorer #5: Watch an "Art Film" & Chat About it

Art word of the week: pattern

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     Pattern surrounds us in all areas of life. Namely, children use pattern in their artwork, however pattern is also seen within other dimensions such as math, reading, writing etc. For this reason I am applying this term to the film Eternal Sunshine of a Spotless Mind. Pattern "suggests flow, rhythm, motion or movement and suggests regularity and repetition" (Schirrmacher & Fox, 2009, p. 142). Within the film it is clear to see pattern plays a large role in the organization and direction the story was preceding in. The pattern of revealing memories within the contexts of the procedure gave a sequenced view of Joel (Jim Carry) and Clementine's (Kate Winslet) relationship. With this being said, the following is my discussion with 2 classmate about the film:

Candice: Hey Guys, what did you think about the movie Eternal Sunshine of a Spotless Mind?

Pavneet: I thought the movie itself was quite interesting but it was one of those movies in which you really had to pay attention as the past and present were intertwined.

Vanessa: I agree, at moments I was a little confused between the memories and thoughts of the past and present.  It wasn’t until about the point of where Joel’s (Jim Carrey) memory was being erased until I fully caught up.

Candice: Yea definitely, although a little confusing I thought it was pretty interesting how the memories were intertwined. I also liked how the memories painted an intangible picture of their relationship. It was something I’ve never seen before.

Vanessa: Yes usually in movies we always see a relationship from beginning to end in a concrete way, but in this film it was interesting to see how the relationship formed in a more abstract way.

Pavneet:  Agreed. It was kind of like a puzzle and all the memories were pieces. Definitely an interesting concept! I think another interesting part was when Patrick (Elijah Wood) tried to move in on Clementine (Kate Winslet). The fact that she wasn’t as comfortable and responsive to him was very interesting and made me think.

destinihuston.blogspot.com

Vanessa: Yea, and even when he said the exact same things as Joel (Jim Carrey) she wasn’t as responsive.  I guess that was a clue to show the viewers that their relationship was deeper.

Candice: Yup, I thought that was pretty interesting too! I also thought it was crazy how Mary (Kirsten Dunst) and Dr. Howard (Tom Wilkinson) had a relationship prior. I actually never saw that coming and I feel like it gave the movie an interesting twist.

Pavneet: Yea, it put a fascinating twist on the movie for sure. What did you guys think about Joel’s (Jim Carrey) memory of his childhood? To be honest I found that memory kind of odd.

Vanessa: The memory itself was weird and a little out of place but I understand that he was trying to “hide” his memory with Clementine (Kate Winslet) within a deeper, less accessible memory.

Candice: I found it interesting how Joel (Jim Carrey) and Clementine (Kate Winslet) tried to hide their own memories with each other within Joel’s (Jim Carrey) less accessible memories. I also found it cool that whenever the procedure was erasing a part of the memory the objects around them would start disappearing.

Pavneet: That was a cool part and it was interesting to see how they were trying to trick the system. At the end of the movie when Clementine’s (Kate Winselt) tape was played I was a little worried. What did you guys think about that part?

creativescreenwriting.com

Vanessa: I was a little worried too. I think Joel’s (Jim Carrey) reaction was normal though. If I was in that position I would have felt as though someone was playing a trick on me too. It was interesting to hear his tape about her at the end too though. I feel like it really ended the movie off on a good note. They both seemed to be open and willing to be in each other’s lives knowing everything they heard.

Candice: I feel the same way; they are going to relive their relationship again from the beginning. Was this kind of movie one that you guys would watch on your own?

Pavneet: Definitely not.  I have heard interesting things about the movie, but it wouldn’t have been on my “must watch” list. It seems a little too out of the box for me.

Vanessa: I agree, not my kind of movie but it was definitely something different.  

Candice: Yea I’ve heard a lot of good things about the film and watching it was refreshing but I’m not sure I’d see it again. It was interesting though, and presented a cool concept.

Pavneet: Yup for sure!

Vanessa: Definitely! 
     In terms of the field of Early Childhood Education, children should be given the opportunity to not be bound by any limits or forces. Within the movie are strange concepts, however they all come together uniquely to form an interesting end result. Thus, children should be given ample opportunity to engage in their environments as creatively as they see fit, using their imagination and unique personalities. In doing so, educators can provide opportunities to act out weird and spontaneous stories, or draw unique things!

likethemermaid.com

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.

Arts Explorer #4: Looking for Patterns in Urban Settings & Nature

Art word of the week: Line

     The text defines a line as "a visible mark made by an artistic tool, such as a crayon, moved across a surface such as paper" (Schirrmacher & Fox, 2009, p. 135). A line usually is said to direct the movement or form of a pattern which uses the dimensions of size, direction, length, width and weight. A line can be long, short, tall, thick, light, big, little, horizontal, vertical,up, down etc. The classifications of a line seem to be endless which may be why we are able to observe lines in our everyday encounters with our immediate worlds. 

     In venturing out into my "world" I found many examples of patterns that I would usually discard. When thinking about pattern, what usually comes to mind is an argyle, polka- dot, zigzag world. However when exploring my own environment my notions were quickly turned down. 

     I went on this pattern exploration activity within my home community which is in Markham. I've lived within the same community for all of my life however never once thought about walking around my neighborhood in search for pattern. Here are some of my findings:

      This pattern is one found within the fence around my backward. As seen, there are horizontal lines that "suggest calm, quite, and a sleeping position" (Schirrmacher & Fox, 2009, p. 135), vertical lines that "suggest stability and strength" (Schirrmacher & Fox, 2009, p. 135) and diagonal lines that "suggest tension and activity" (Schirrmacher & Fox, 2009, p. 135). I love how the lines create a diamond type shape/ pattern at the top as well. In also looking at this piece, there is pattern within the grain of the wood as horizontal and vertical lines are embedded within the actual wood. 

     The next pattern I stumbled upon was this unique and raw form of tire tracks in the snow/ ice along my street. I love how all of the lines seem so perfectly un- perfect. Some of the lines are deeper and more observable than others, however the form seems to be consistent- long and short lines, and horizontal and vertical lines. 

     This example of pattern is seen within a chained fence. I love the way the vertical lines intersect and create a diamond shape pattern that seems more zigzag/ wiggly than the previous fence example. This example of a pattern to me, represents a more spontaneous feeling rather than the controlled lines and patterns of the wooden fence. 

     This next pattern is one that I believe is a little more abstract, and therefore more subjective. When looking at this image I see an irregular pattern with thick, skinny, vertical and horizontal lines. I also notice the pattern of large trunks at the bottom of the image however as we move up, the trunk shrinks, and the branches take over the pattern in a uncontrolled however seemingly continuous way. 

     This pattern is one that is found within my home- it is a window covering for my side door. Again, the pattern of the horizontal and vertical lines create this interesting piece. However there is another element of pattern within this example- a frosted feathering texture within the middle and outer panels of the covering. 
     Implementing an activity such as nature walks with children will help them gain an awareness for everyday patterns, and familiarize them with shapes, colour, and size. It seems like such an easy task, but it is one that gets children thinking about concepts cognitively, mathematically, and socially. Encouraging children to think about what they see, and how it relates to other aspects of their lives is quite the task, but one that will foster growth and development within their learning.  

     Through this Arts Explorer it is quite evident that within everything we see, there is a pattern. Some patterns are little more clear- cut and concrete, where within others you may have to dig a little deeper. 

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.