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Martha Oaks

March 30, 2017


Art 135
Written Reflection 3
Studio Investigation 3: Tourist Souvenir
The artist is to complete a sculpture using resources from craft supplies, found objects, or

any materials he/she wishes; to make a Tourist Souvenir. The sculpture is to represent the artists

relationship with a city or area that has some sort of meaning or familiarity. The sculpture may

include monuments, landmarks, corporations, buildings, consumer items, or activities particular

to the area of the artists choice. The Tourist Souvenir will emphasize the students feelings and

opinions about his/her relationship to the city of their choice.


In Art 135 our class did and assignment called Tourist Souvenir. In a series of three

classes we began working on a 3D sculpture which represented our feelings and opinions about a

relationship we had to a city of our choice. In the first class of three we began by brainstorming.

Several groups worked simultaneously on a sheet of paper. We were to think of all the cities and

areas surrounding us, and write them down on the paper in about 5-10 minutes. This was for us

to make connections, and to start thinking about which city we wanted to use for our project.

Then we did a similar activity, however, this time we brainstormed activities, tourist attractions,

or anything we could think of that is associated with our surrounding areas. This was also to help

us come up with ideas for our projects. Third we were introduced to classroom supplies and

materials we were allowed to use for the creation of our sculpture, for example, clay, tissue

paper, pipe cleaners, toothpicks, popsicle sticks, paints, markers, the supplies for Papier-mch

and much more. In our next two classes we were given class time to work on our sculptures.

Many students brought items from home to supplement classroom supplies. In addition, we were

allowed to take our work home to complete between classes; and after the series of three classes
have ended. The deadline to complete our project will coincide with our Weebly website

assignment which is due by April 11.


I would implement this assignment into my classroom curriculum because it is fun and

children would enjoy it. However, I would change it by making the project about the city where

the children attend school. This would allow the students to learn about the area they live in. It

would also help to instill civic pride and teach the history of the area in the process. The project

could easily be installed at a local museum, gallery or some area for public viewing, such as, a

mall or restaurant.
My expansion of the project would be a great way for the children to be involved with the

community and further instill civic pride. In addition, it will give a boost to their confidence in

themselves as artists, and capable of doing good things in and for their community. Children

need to be involved in their communities for their own personal gain. It allows them to feel

connected and makes it easier to become functioning and contributing members of society. In

further support of this idea I would invite one or two community members to speak on a relevant

subject which may prove important to the students for their projects but definitely would support

my idea of instilling community pride and teaching the history in their area. For example, in my

community we have the Bok Kai Parade every year in March in celebration of the Chinese New

Year. It is in association with the Bok Kai Temple in Marysville. It would be a great educational

experience to have the planners of the parade, or the leaders in charge of the temple to come

speak about this yearly event that is so rich in meaning and culture.

National Core Standards


Visual Arts Creating
7th Grade
VA:Cr2.3.7a
Apply visual organizational strategies to design and produce a work of art, design, or media that

clearly communicates information or idea


Presenting
7th grade
VA:Pr5.1.7a
Based on criteria, analyze and evaluate methods for preparing and presenting art.
Responding and Connecting
The Core standards listed for these areas do not apply for 7th grade students.

Teaching Performance Expectations


TPE 1: Engaging and Supporting All Students in Learning
3. Connect subject matter to real-life contexts and provide active learning experiences to engage

student interest, support student motivation, and allow students to extend their learning.
TPE 2: Understanding and Organizing Subject Matter for Student Learning
5. Maintain high expectations for learning with appropriate support for the full range of students

in the classroom.

TPE 3: Planning Instruction and Designing Learning Experiences for All Students
4. Individually and through consultation and collaboration with other educators and members of

the larger school community, plan for effective subject matter instruction and use multiple means

of representing, expressing, and engaging students to demonstrate their knowledge.


TPE 4: Planning Instruction and Designing Learning Experiences for All Students
6. Access resources for planning and instruction, including the expertise of community and

school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or

networking.
TPE 5: Assessing Student Learning
2. Collect and analyze assessment data from multiple measures and sources to plan and modify

instruction and document students' learning over time.


TPE 6: Developing as a professional Educator
1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge

to plan and implement instruction that can improve student learning.