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Sofia Kristani
EDCP 301: 110/120
Visual Art Journal
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January 7, 2014
Exquisite Characters
In order to make an exquisite character, there are required three students. The process includes
three parts. The student who draws/creates the first part of the art piece keeps the piece in the
end. The materials needed for the activity are:
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Poster size paper
Pencils
Colored pencils
Erasers
Below are shown the steps:
1. Take a poster size paper and divide it in three parts.
2. Students draw the top part of the exquisite character. The character does not have to look
like an animal or human being. Students are asked to use their imagination and creativity.
Some examples of a face can be a hand, an alien etc. Students who do the first part write
their name on the first section.
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3. When the first part is completed, students hide the top part and leave about an inch
uncovered, so the second students has a starting point for the body part. Students are
asked to exchange their posters with each other randomly.
4. The body again can have any form; it can be a shape, a vase, an animation etc.
5. When the second part is completed, students need to cover it and leave about an inch
uncovered. An exchange of posters is done at this stage.
6. The third section includes the creation of the legs/feet. Same instructions as above are
given, with the difference that when students are done with the character, they reveal it to
the rest of the class.
7. They have to return it to the first student who started the character, and students can walk
around and comment on their classmates’ work.
Reflection
It was the first time for me to do such an activity. I really liked the idea of being very open to
create characters, such as leaves, alien, animations etc. In addition, I enjoyed the fact that the
character was made not only be one person, but it included a share of three people. The fact that
the three parts were made by different people, made the character unique, in the case of my
character, the top part was a hand, the middle was a watch with feather and the bottom was some
sort of shapes. I would definitely use this activity in my practicum and later on in my teaching
career. It would develop students’ creativity and imagination. It requires some time for
preparation, because all the tools need to be ready in each desk for students to use, but the
product is so interesting that I would definitely spend extra time prior to this activity to organize
the classroom. Even though in our class we used pencils and colored pencils, I would like to try
other tools as well. Perhaps I would want to try using crayons, chalk, and watercolor.
Extension
This would be an excellent segue into creative writing. It would be a great pre-writing activity to
get imaginations started. It could also be used in science unit- perhaps with certain aspects
required in the drawings (for example, if studying certain animals, some of those features would
have to show up in the drawings).
Assessment
In order to assess this activity, I would apply Assessment for Learning. More specifically, I
would use a checklist by circulating.
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Rubbings (Frottage)
For the rubbings activity, materials such as sandpaper, pencils, colored pencils, shells, wood
blocks, wires, strings, etc. Have students pick one object and place white paper on top. Materials
will be placed in the middle of the desk and students are supposed to share all their tools they
will use for this activity.
1. Have the materials ready on the desk.
2. Choose one of them and place the paper on top of the object.
3. Lightly rub with either pencil or colored pencil. Note: Students need to make sure they
will not rip the paper.
The objects chosen can vary and in one creation, both regular and colored pencils can be used.
4. At the end of the activity, students are encouraged to share their creation within their
group or the whole class.
Reflection
This activity, like the previous one, it was an innovation for me. I enjoyed working with my
group, sharing the materials, and getting feedback at the end. I used regular pencils and mostly
different types of shells. I was not very satisfied with the result, because I think I used more
pressure than needed, and in some parts, I ripped the paper. In addition, I think the result w9uld
look better if I had used a variety of objects and colored pencils.
This is can be a quick project which makes it ideal when there is limited time. It can also be
extended for a longer project, with unlimited materials to use. It is inexpensive and does not
require purchasing many supplies.
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Extension
This could be used in many classes. Discussions of shading and texture could be a starting point
for both art and science. The study of various materials (such as plant materials) in a science unit
could be further investigated and documented with a rubbing of the items. This could also be
used math to classify and sort items, according to unique characteristics.
Assessment
For this activity, I would check whether students have tried at least three different methods.
Expectations would have been listed on the board at the beginning of the art class.
January 13, 2014
Drawing Day :)
For all the following activities, there is a list of tools needed:
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2 sheets of white paper, one sheet of black paper
One pencil with an “H”
One pencil with a “B”
Assorted colors of chalk pastels
Assorted colors of colored pencils
Pencil sharpener
Paper towels
Shading Techniques- Stippling and hatchings
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On the desk, there are two types of pencils, B and H. It is a great activity for students to practice
drawing lines, and notice how pencils have different shades. Students might have the perception
that all regular pencils draw the same, but after this activity, they will realize this is not the case.
1. Have 2 kinds of pencils available for students (harder and softer lead)
2. Have students try both kinds- what are the differences? Try holding the pencil in different
ways: does it change the lines?
3. Demonstrate shading techniques- hatching and stippling. Show examples of both.
4. Have students take large sheet of paper and divide into 8 squares.
5. Have students practice a different kind of hatching or stippling in each square.
Reflection
I found this very interesting. I was not even aware what ‘stippling’ or ‘hatching’ meant. It is
certainly a technique worth introducing to students.
Extension
These techniques could be used in many art projects, title pages, etc.
Shading- oil pastels
1. Have students use oil pastels and make a variety of shapes and or lines on dark paper.
2. Use paper towels or fingers to smudge edges
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Reflection
This was a fun activity- I enjoyed trying different colours together, as well how the smudging
looked.
Extension
Create a ‘frame’ using oil pastels and smudging. Use oil pastels on round oval- place on dark
piece of paper and smudge the edges onto the dark paper. Lift paper, and create picture in the
middle of the clear frame.
Blind Contour Drawing
This activity is done in couples. Students have to decide themselves who will start drawing first.
One of the students is the model and the other one draws.
Contour Drawing
The difference of Contour Drawing with Blind Contour Drawing is that this time the student is
able to look at the drawing, but should still keep moving the pencil, until the student finishes.
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Assessment
All the above activities will be assessed formatively by applying Peer Assessment. Students will
be assigned a partner and assess each other’s work.
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January 21,2014
Printmaking:
1. Take small piece of flat Styrofoam (can use bottom of meat packaging) (block
printing) and use pencil to design.
2. On heavy plastic, spread a small amount of printing ink. Use brayer to spread.
3. Cover etched Styrofoam with ink, using brayer.
4. Place paper on top and using heel of hand, press gently and firmly to all areas.
5. Carefully lift paper off
6.
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Reflection
Printmaking was an interesting activity for me to practice. It is amazing how by using simple
tools, such as a Styrofoam and a string, the art piece becomes unique and appealing. I would
never think that I could use a Styrofoam in my art class. I enjoyed playing around with the tools
and the colors. I gave an emphasis on the color matching, since color matching is in my zone of
Proximal development. I would definitely give the opportunity to my students to play around
with this activity. I am certain that they would enjoy it a lot. It is time consuming, because there
are many tools needed, but I think it is worth doing it.
January 28, 2014
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2nd week of printmaking
1. Spend more time on working with flat Styrofoam and materials, such as wire, string,
different shapes.
2. Use objects such as leaves etc taken from the ground into printmaking.
3. There was an option of using material and ideas from other students.
4. It was suggested to make a class/ group printing (combination of mono print and block
printing)
5. It is students responsibility to clean up all brushes and other materials
6. It is students’ responsibility to bring to class an apron or gloves for the messiness.
Reflection
Both weeks of printmaking were very interesting. I tried to be as much creative as I could since
there were no limitations. Working with different materials is very interesting. I have realized
that art is not just drawing or painting; art is mixing colors, materials, using objects and being as
much thoughtful and imaginative as you can. These past two weeks I have been able to create
different types of art pieces, by using a combination of watercolors with objects, such as leaves,
wires and strings. The second week I think my art pieces had a better quality. I focused on using
more Styrofoam and leaves. I would definitely use this activity in my class, because it teaches
children that art can be found everywhere. In addition, this activity is purposeful, because it
broadens students’ imagination and critical thinking. In addition, the fact that they have to share
the tools is another practice for them to develop their social skills. At the end of the activity,
students have the opportunity to share their work and comment on each other.
Extension
This activity can be used in Social Studies or Language Arts class. An example in Social Studies,
students can design flags of different countries. In Language Arts, students could use
printmaking to create cards, such as thank you cards, birthday cards etc.
Assessment
In order to assess this activity, I would provide students with a self-evaluation form.
Note: Self-evaluation form will be collected.
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February 4, 2014
Clay 
Reflection
Working with clay and creating a final outcome/object out of it is an unprecedented activity for
me. This lesson was about clay and design. Below are the steps that make this activity much
more fun and enjoyable:
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First, each student needs to cut a pieces from the big box of clay.
The best way to cut it is with a wire or a string.
Then the surface needs to be smooth, so the final outcome looks nice.
Students can use any tool to make shapes; they can be as much creative as they can.
Once the students are finished working on the piece, then they need to bake their art
piece.
6. Painting can be done after the object is baked.
I would definitely use this activity in my long practicum. I think this is a great activity for
intermediate level students, because to work with clay it requires certain techniques that the
younger students cannot follow them.
Extension
I could tie clay with Math. Students could create different types of 2-D and 3-D Geometry
shapes. I could divide students in groups and assign different shapes to each group. After they
create them, they can paint them as well and use them as a display in the class.
Assessment
This activity will be assessed by the use of a rubric. Rubric will be provided to students at the
beginning of the lesson.
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February 11, 2014
Art Piece Observation
Picture Observation:
in this pictures there are shown different timelines, trees and birds, many people doing many
activities; it looks like a miniature of a crowded city, people are printed in two opposite colours.
With the majority being black. In the center of the art piece, it looks like there is a leader; the
person in the ceter can even be Jesus. In this piece, there is a combination of inner city and the
nature. I see a female character close to the man in the middle. This lady can probably be Mary.
It is quite interesting how the leader has one hand white and one black. In Christianity the left
hand side is inferior to the right hand side. Also, this picture reminds me of ancient Greece. In
ancient Greece there were the city-states, where they had amphitheaters, and market places. This
city-states had a leader and people followed their leader persistently. City-states were surrounded
by the nature.
Assessment Rubric:
Regarding the assessment rubric, it is very nice to see that people have different ideas of creating
projects. I really liked the rubric that Janica created. I am even thinking to modify my own rubric
as well and make it look more like the rubrics we have in this program: Pass or Incomplete.
Interpretive strategies: being able to converse and make modifications in projects and ideas
1.Visual thinking: is being used in science and police departments (detectives)
2.ODIP: it makes you visualize the text unlike visual thinking
It is very important to have observation skills in order to build and create. This is how art is
connected to everyday life.
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February 18: MOA Visit
Visit the Great Hall
Select a carving in the Great Hall. Go through the ODIP interpretation strategy worksheet while
focusing on this carving.
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What is gained from using ODIP?
ODIP helped me in focusing on specific elements of the art piece. Its structure is very
organized and this makes it a very useful tool for art pieces analysis.
What is missing from this observation and interpretation strategy?
Even though I find that ODIP covers fully the steps of an art piece analysis, if I had to
add an element it would be the reasoning behind choosing this particular art piece for
analysis amongst the other art pieces in the museum.
ODPI- In the above piece I observe a very old art piece. A piece of wood has been carved, and it
has been transformed in a human being appearance. I would really want to know the materials
used to carve this piece of wood. Within the creature, there is another creature that reminds me
of a human as well. In the middle of the piece, I see a shape which looks like an animal; most
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likely it is a frog. The information that comes from this piece is that there is a relationship
between humans and animals. They are interrelated. Also, the piece itself is made in a piece of
wood, which is found in the nature. People and animals leave in the nature and they need each
other. It reminds me of the holistic approach, where all the above are interrelated. The
background information that comes from the museum labels is very informative. These woods
are used to build houses. Therefore, it is a way of decorating the houses. This type of art is
amazing and very interesting. It is also amazing how people from many years ago had the sense
of beauty and elegance.
Choose another carving in the Great Hall; create a contour drawing of the carving or part of the
carving.
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What details do you notice after spending more time looking closely at the carving while
drawing?
This piece of art is a box or a drawer, where they can use it as a storage. It is very
interesting how a wooden box has been carved and all the colors and shapes have
transformed this piece of wood into a beautiful and useful drawer and decorative piece.
 What can you learn about the carving from the interpretive labels and panels?
My prediction about the use of the chest for storage is correct. However, I did not refer to the
items people stored in these types of chests. They used them to store regalia and in general
important objects so they did not lose the. From the explanation of the labels, these chests were
used as coffins for wealthy families. The drawing compositions, the carving, and the painting
give this object life and connect it to people and their lives. Every box might represent a story.
What are some other strategies through which you could engage students to look closely and
collaborate in the Great Hall?
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Visit the Multiversity Gallery
Choose one area to spend some time. Search through the drawers, look closely at the objects in
the display cases, and read the interpretive panel information. Determine one object about which
you would like to find more information. Use the computer kiosks and object labels to find out
more about the object.
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Sketch the object or download a photograph of the object from the MOA catalog.
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What interesting information did you find out from looking through the interpretive
information on the labels and computer?
When I saw this piece, many memories of my childhood came to my mind. My
grandmother used to weave, and she always wanted to teach me how to weave, but I
never did. According to the labels, men used to weave as well. I found it very interesting,
because I did not know that men considered weaving an important skill for them. In the
European culture, weaving was considered a female job. It is also interesting how
Aboriginal people were very open minded, even many years ago. I took a picture of an
old lady weaving, because this lady reminds me how my grandmother used to sit in a
corner of the house and weave.
What are some ways you could incorporate the online information into a classroom
exercise?
If I had to incorporate the above information into a classroom exercise, I would start from
skills that ancient civilization had in order to survive. Also, I would emphasize on how
people survived with basic skills, and how they transferred their skills form generations
to generations. I would ask my students to do research and find other skills that native
people had in order to survive.
How does the display area of the Multiversity Gallery lend itself to individual learning
and/ or collaborative learning?
The display area of the Multiversity Gallery helps in individual learning by providing
labels for each art piece. This way individuals can observe on their own and use the
labels as a tool to expand their observation. Collaborative learning can happen through a
discussion of certain art pieces with a group. Students can share their thought within their
groups and learn from each other. As individuals, people are unique and they have
different ideas.
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Pedagogy in a Museum Setting: Questions Raised
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What resources are available at the museum (object-based, programmatic, and
technological)?
The museum has unique objects or art pieces that people can observe. In this museum can
be found a combination of ancient and modern art pieces related to the Aboriginal
culture. Also, there are catalogs that provide visitors with many background information
of every piece located in the museum.
What resources are available on the museum website?
 Online collection
 Exhibitions and programs
 Field trip options for schools
 Library and archives
What questions are raised for you about museum field trips and object-based learning
from your visit to MOA?
1. Is anyone responsible for providing a tour inside the museum?
2. How long prior to the visit should field trips be booked?
February 25, 2014
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Tile Drawing:
It is a tile decoration with no use of glaze. The ways of drawing/painting are the following:
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Acrylic
Water color
Glue and tissue paper
Embroidery thread
Reflection
This lesson was very interesting and engaging. The options of decorating the tile were plenty,
and that made me decide which materials to use. I chose the acrylic style because I was familiar
with. I really wanted to try the other types, but there was limited time to finish my project and I
decided to use only one way and emphasize on it; having the best outcome possible.
Extension
This activity can also be used in Math. Students can use tiles and create 3 D geometrical shapes.
Also, this activity can be used in Social Studies. An example can be art from Ancient
Civilizations.
Assessment
This activity will be assessed by the use of a rubric. Rubric will be provided to students at the
beginning of the lesson.
March 4, 2014
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Puppets
Puppet shadows are displayed behind the screen. It is a performance that is viewed in the form of
shadows.
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Thick paper-manila tag board-cereal boxes
Brads to connect puppet pieces
Sticks-small dowels
Scissors
Xacto knives
Boards to cut on for xacto knives
Free-standing screen with space to move behind the screen
Light behind screen
Awl to make the holes
Tape
Reflection
I enjoy the art of puppet shadows, and I think it is a very unique type of art, which requires a lot
of talent. I have not had the opportunity to watch such a show live, but I have watched some
shown on TV. The experience in class was terrific. We not only had the opportunity to make
puppets, but also we tried them out behind the screen. All the puppets were unique and cute.
They even looked professional, like the puppets I have watched on TV. I would love to try this
activity with my students, even though there are many materials needed. The only concern I have
is the use of Xacto knives.
Extension
This activity can be used in Language Arts, as well. Students can create their own puppets and
assign a role for each puppet.
Assessment
Students will have to show that their shadow puppet has at least one moving part. They will be
assessed formatively by checklist.
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March 11, 2014
Metal Art
The metal art pieces are made of different pieces of metal, such as aluminum, etc. All the pieces
are old recyclable metal found in cans, etc. Plastic recyclable items along with metal items can
be used in Elementary school. It would be nice to use colorful items in order to make the art
piece more creative. The pieces normally are hanged in the walls, but they can be placed
elsewhere as well. There is a flexibility on how people can use the metal and plastic. They are
encouraged to be as much creative as they can. From far away the pieces look like textile, and
they are used as curtains, or carpets. The repetition forms make the art pieces successful.
Materials:
-Piece of wood
-hammer
-wires
-plastic glasses
-gloves
-scissors
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-tin snips
Reflection
To be able to create art pieces out of recyclable materials is very creative. I really enjoyed the
fact that I had the opportunity to work in a large group and make our own metal art piece. It is
amazing to see how many wonderful pieces can be created. The video we watched regarding
metal art was very informative. It takes a lot of time for huge art pieces to be created. Regarding
to whether I would apply this activity in my classroom, I would say that due to the harmful
materials I would not apply it.
Extension
It will be easier and safer for students to work with plastic recyclable material.
Assessment
This activity will be assessed on the ability of groups to follow same patterns. Students will be
provided with a Peer Assessment form, where they have to provide feedback for other groups.