Lawrence Schaedler-Bahrs

Art 135
Amber Ward
4/4/17
Reflection # 3
For the third studio investigation within the Creating Unit of Art 135- Secondary Art

Education, we centered on an activity called the Tourists Souvenir. In this studio

investigation, we were asked to create a tourist souvenir that was reflective of where we live or

have lived. Prior to beginning work on our projects, we observed various souvenirs or artwork

by artists such as Jeff Carter and Susan Giles. We were then asked to do a group brainstorm

activity in which we listed as many nearby cities as we could name, local tourist sites unique to

Sacramento, materials and resources that are unique or common to California, and finally

materials and resources that are uncommon to California. After the initial brainstorm session we

reported out to the class. Once we reported out, we were given a tourist souvenir plan worksheet

in which we were to fill out the details of our project and then asked to create a side and top view

of our project in pencil. When this was complete, we were able to begin gathering materials and

begin construction of our souvenirs.

I feel as though the free ranged nature of this investigation was very fun. Something such

as this would be perfect for implementation within a Secondary Education level with no change.

I would like to use a project like this as a means of opening up the students creativity and

expression. Projects like these are great right before breaks such as Spring Break or Winter Break

because they allow for a more relaxed and eased pace. The one strategy that I took away from

this investigation that I would like to implement in all of my classroom projects would be the

plan worksheet. Tools like these allow for an increased structure and flow of creativity among
the students and actually gives time to prepare. I would give my students the list of projects at

the beginning of the school year and along with that, planning sheets. Ill ask them to

contemplate on them and fill them out far ahead of time. There also would be implementation of

planning in progress sheets, that document changes and obstacles, much like a journal. These

will help students with planning and problem solving and allow them to understand the artistic

process. Sometime before each project is due, I would meet with each of the students to discuss

their projects and plans. This would also double as a personal interview, allowing me to get to

know the students better and to build a rapport.

The execution of the investigation is perfect for use at a secondary level education except

for focusing on where the students live or have lived, as many if not all of the students within

that population would have lived in that vicinity or do and would not create much variety.

Instead of focusing on the town they live or lived in, I would instead have my students focus on

their dream vacation or destinations or where they would like to travel. I then would like to have

them give a small explanation as to why they would like to travel there and what the destination

meant to them.

National Arts Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work-

Enduring Understanding: Creativity and innovative thinking are essential life skills that

can be developed.

HS Proficient- Use multiple approaches to begin creative endeavors.

Enduring Understanding: Artists and designers shape artistic investigations, following or

breaking with traditions in pursuit of creative art-making goals.

 HS Accomplished- Choose from a range of materials and methods of traditional and

contemporary artistic practices to plan works of art and design.

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Artists and designers experiment with forms, structures,

materials, concepts, media, and art-making approaches

HS Advanced- Experiment, plan, and make multiple works of art and design that explore

a personally meaningful theme, idea, or concept.

Enduring Understanding: Enduring Understanding: People create and interact with

objects, places, and design that define, shape, enhance, and empower their lives
Hs Advanced- Demonstrate in works of art or design how visual and material culture

defines, shapes, enhances, inhibits, and/or empowers people's lives.

TPE:

TPE 1: 1. Engaging and Supporting All Students in Learning- Apply knowledge of

students, including their prior experiences, interests, and social-emotional learning

needs, as well as their funds of knowledge and cultural, language, and

socioeconomic backgrounds, to engage them in learning.

7. Provide students with opportunities to access the curriculum by

incorporating the visual and performing arts, as appropriate to the content and

context of learning.