Melissa Maccini

Ward

Art 135

February 28, 2017

A journey is generally thought of as the travel from one place to another. In life, the

journey may or may not involve an actual change in physical space. A journey in life may

include the stages of self-discovery that occur in a persons life. A persons journey will be filled

with failures and successes, immobility and growth, and a range of emotions. A persons journey

may be the destination that they are imagining for their life. The context of this Studio

Investigation was to create a book of our journey to the art education field. The book could be an

original or we could choose to use our art to modify an existing book. I chose to create a book

within a box representing my mind so that my journey could be captured and those inspirational

people, places, moments in time, and events could be kept safe.

My passion and desire to work toward a degree and credential as a teacher is motivated

both externally and internally. My life journey has always been focused on education and my

desire to help support is an intrinsic motivation. Education and helping others best defines me. I

have always spent time around schools even outside of my own classroom because several

people close to me work in education. That journey and internal desire also helped me find the

passion of helping students with special needs. From my early days in kindergarten to my upper

years in high school, I was the student that wanted to provide support and friendship to all

students. In high school, I had the opportunity to work with a 2nd and 3rd grade Special Day Class

as a peer tutor for two years. This was a pivotal time for me because as I was trying to figure out

my education journey post high school, I was helping students adapt to their educational
environment. I saw how art lessons brought students with all needs to a joy and discovery. The

art lesson with the right support could make every student feel good about themselves and what

they can accomplish.

Art lessons can provide the documentation, support, and reflection of the life journey.

Most ninth grade students have made a big leap in their life journey when they transition from

middle school to high school. The journey art project could assist them in their investigation of

who they are as a high school student. As part of the assignment as 9th graders, they could create

a box or container that would hold original item(s) that represent who they are when they begin

their journey as a high school student and add to it as they continue their journey. The

assignment would begin by decorating their container to represent where they have been and

who they are. Students would have the ability to choose what skills, processes, materials and

tools they use. For example someone with a strong interest in digital media could accent their

container with digital representation and others may choose to paint or draw their beginning

journey. This would work very well in schools where they have an advisory program where

students stay together for the four years of high school. They could add to their container small

objects or representation of their journey through high school and take those lessons with them

as they continue their life journey after high school.

STANDARDS:

A. National Core Arts Standards, Anchor Standards:

Visual Arts Creating
HS Proficient VA:Cr1.1.1a
Use multiple approaches to begin creative endeavors.
HS Proficient VA:Cr1.2.1a
Shape an artistic investigation of an aspect of present-day life using a
contemporary practice of art or design.
B. California Commission on Teacher Credentialing, Teaching Performance
Candidates for a Single Subject Credential in Art model and encourage student
creativity, flexibility, and persistence in solving artistic problems. They provide
secure environments that allow students to take risks and approach aesthetic
problems in multiple ways. Their explanations, demonstrations, and planned
activities serve to involve students in learning experiences that help them process
and respond to sensory information through the language and skills unique to the
visual arts.

CDE Standards
9 through Twelve-Proficient
Visual and Performing Arts: Visual Arts contents Standards
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original
works of art.

Skills, Processes, Materials, and Tools

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of
design.

2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined
craftsmanship and technical skills.

2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).

2.4 Review and refine observational drawing skills.

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of
art, the principles of design, and aesthetic qualities.

Derive Meaning

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts
influence the interpretation of the meaning or message in a work of art.