Art Explorer 10: It's for a Good Cause

The Community Arts Project (CAP) was an opportunity where groups picked a topic of their interests and basically ran with it.  Here is what I mean... Groups were supposed to come up with a "campaign" that would raise awareness to one of many social justice issues in today's society.  My group decided to raise awareness for a social justice that had not only directly affected each of us, but every girl around the world.  That topic was Pre-Teen Female Bullying.  

We established the WORDS HURT GTA campaign, with the main goal of advocating and raising awareness to pre-teen female bullying.  We were looking to achieve this goal by giving a VOICE to young females.  Voice can be seen as an art element, as each work of art is meant to have a voice; basically, the story being told.  Through school presentations and participation in workshops, young females would be able to tell their stories and ultimately share their voice.

Example of Workshop: Secret World

Since 43% of girls fear harassment in school bathrooms (personal confrontation or written message on stall walls), we decided to create a mobile stall that girls can use to write their thoughts and feelings about bullying.  They can draw images, or write words, doing what ever works for their creativity. Girls will go in and use our special black light markers, to express their voices about bullying. The room will not have the black light on at this point so they will not see what any one else has written. After everyone has had the opportunity to go into the stall, we will switch on the black light and allow the girls to go in back, to show how bullying effects everyone. We hope this will help girls to share their stories and get their voices heard. 

The WORDS HURT GTA team has used social networking as a means of raising awareness and I believe we have established a solid foundation! Now is the time to continue spreading the word, in the hopes of actually establishing and maintaining this campaign and most importantly, making a difference!

**Note to Future Educators**

As a precaution, teachers should become familiar with the different forms of bulling, as it frequently occurs in schools. All teachers should discourage bullying and when witnessing an incident, it should not be overlooked.  Lastly, teachers must encourage the victims of bullying to come forward and share their voices.  It is extremely important that victims know their voices are being heard!

Art Explorer 9: Sharing is Caring

Guerrilla art is meant to spark a reaction, not a critique; that's because the focus is on the process not the product. 
I think that this process involves two art elements, passion and risk.  Although these are not listed in the textbook , I feel that they are the most relevant to Guerrilla art.  Passion is a requirement, as one must believe in their creation; because if the artist doesn't believe in their own creation, why would anyone else?  Also, some form of risk usually arises as Guerrilla art is created in public places.  Typical Guerrilla art can be seen on the side of buildings, (graffiti, like the one above), or on sidewalks (chalk art).  I also chose the element of risk because I felt a thrilling sense when I did my own Guerrilla art, Sharing is Caring. 

I wrote an anonymous letter, made several copies and stuck they on neighbor's front doors. The letter consisted of a famous quote that causes people to remember, "sharing is caring".
The letter read:

Here is the reaction I got from my next-door neighbor:

• I was standing behind a column waiting for someone to leave or come home.  
• Then she must of saw the letter from inside because she came to the front door and took the important notice. She slightly moved back inside and read the letter. 
• Then she looked up to see if anyone was there.. 
• I came out and explained to her what was going on and she laughed, saying it was a great idea. 

While I was waiting there to see someones reaction, this sense of risk and thrill built up inside me; like somehow I was going to get caught or in trouble.  But that didn't happen... in the end it all worked out and I did something that I felt passionate about.

**Note to Future Educators**

Try doing a Guerrilla art project with your children and remember to emphasize the art elements of passion and risk.  Guerrilla art is also a fun way to educate children on the various reactions a single piece of artwork receives.

Art Explorer 8: Do you see what I see?

It may be a car's dashboard OR it may be a face... What do you see??

Correct, this is a picture of a car's dashboard, but can't you see the face? Look closer. The eyes, nose, mouth, cheeks, even dimples are ALL there! Here, I'll show you...

• The vents = The eyes
• The knobs in the middle of the vents = The pupils
• The hazard light button + hour/minute buttons = The nose
• The CD slot = The mouth (which is smiling)
• The eject button + audio control button = The dimples
• The power/volume knob + tune/file knob = The cheeks

Can you see it now??

Well, its an illusion.  I classify it as an illusion, because its something that does not realistically exist. Instead, its a vision or picture projected in my brain that I associate with the concrete features.  The way I came across this illusion may seem peculiar, but it had to do with its shape.  Shape can refer to the outside form of an object, or it can be defined by a line or outline in the surrounding area (Schirrmacher & F0x, 2009).  Shapes also hold various personalities and qualities and can be characterized by: simple/complex, symmetrical/asymmetrical, clearly defined/vaguely defined, proportional/non-proportional or abstract/realistic (Schirrmacher & Fox, 2009).  

The three sets of characteristics that represent this illusion, are proportional/non-proportional, symmetrical/asymmetrical and abstract/realistic.  The proportion and symmetry of the picture is spot on, as the eyes, cheeks and dimples are parallel to one another, which is similarly seen in people's face structure. The abstract/realistic characteristic is in the illusion itself.  Realistically, the picture is made of shapes, such as circles, squares and rectangles.  However, in an abstract way, this picture is made of shapes that resemble a nose, mouth, eyes, cheeks and dimples.  As you can see, this illusion comes from a simple object that surrounds most of us everyday and with a little imagination, I transformed it into something completely different.

**Note to Future Educators**
There are many things in our everyday surroundings that can come to life.  And, this could be a fun activity to try in a classroom with young children, as their imagination and creativity is never-ending!  Try and see the fascinating creations that they come up with!

Art Explorer 5: Deja Vu?

The art film that my friends and I have watched and discussed is, Donnie Darko (as many other people have). Donnie Darko came out in 2001 and involves a fairly famous cast, including, Jake and Maggie Gyllenhaal, Jena Malone, Drew Barrymore, Patrick Swayze and Noah Wyle. We picked this movie, because the trailer instilled a sense of mystery and thrill and did not seem to be about a typical suburban boy. Donnie is a teen, who comes face-to-face with his unfortunate destiny through a series of bizarre encounters with an imaginary rabbit, Frank.  Throughout the movie Donnie is portrayed as fairly delusional, who pushes boundaries and in a way does not conform to societal norms.  The characters in this movie either followed a simple or complex view of the world.  Donnie, along with this Enlgish teacher, science teacher, therapist and Gretchen are all on a spectrum of complexity, while his gym teacher and principal are in the spectrum of simplicity.  This symbolizes the spectrum of fear and love that is portrayed in the movie.

After watching and discussing this art film, the art word I have chosen is depth. According to dictionary.com,  depth is:

• A dimension taken through an object or body of material (such as, time travel in the movie) 
• Complexity or obscurity, as of thought or objects of thought (such as the fear and love spectrum or the philosophy of time travel)  
• Emotional profundity (how Donnie, is trying to make deeper connections of the world)

I feel that this film is a clear representation of depth, as the entire concept is complex and obscure.  I found the movie to be fairly strange and unusual, but I cannot ignore the fact that it causes the audience to logically think.  It poses unknown questions about life and explores the curiosities of destiny and faith.  The movie ends in an abstract way, as the characters portray a sense of "deja vu".  For instance, Gretchen is riding her bike past Donnie's house and told of the accident. While she is starring at Donnie's mother, the boy asks, "Did you know him?" and she answers, "No".  Although, Gretchen says no, there is an underlying communication between the mother and her, as if they have met before and indeed know each other.  Thus, even when the movie is ending, it instills a sense of depth that must be interpreted by the audience.

**Note to Future Educators**

Depth is an aspect of art that should be emphasized in all classrooms, as it causes children to make interpretations and connections from the process to product phase.  It also allows educators to take on the view of the child; in the sense that they see the art through the child's eyes not their own.
Remember, depth does not mean "cookie-cutter art" or tracing pictures; it's an element that involves exploration and experimentation.

Art Explorer 7: Cheese Please

One food item that I cannot go without is a precious thing we call CHEESE. Cheese is categorized as a dairy product and dairy products come from cows. SO, thank you cows for all the wonderful foods that include cheese!!

Feta Cheese (my favorite!!)

Kefalotyri (Cyprus cheese)

Cheddar Cheese (old, mild, medium)

Tyrokaftyri (Greek cheese)

White Cheddar

Cottage Cheese

Mozzarella Cheese

Gouda

Marble Cheese

Brie

Blue Cheese

Oazis (Smoked Cheese in Hungary)

Swiss Cheese

Nacho Cheese

Gouda Cheese

Cream Cheese

Havarti Cheese

Cheez Whiz
Ricotta Cheese
Parmesan Cheese

You probably know the majority of these cheeses, however there are a lot more that did not make the list.  The 18 cheeses that made the list, are ones that I have tried!!

 YUM.

When comparing these cheeses, I not only think of taste, but I also think about texture, smell, shape, color and sizes. Some cheeses, such as blue cheese and feta smell a little worse then mozzarella and Swiss cheese (but, feta tastes WAY more delicious than blue cheese, or any other cheese for that matter). On the other hand, some cheeses have different textures. Cottage cheese and fresh ricotta have a much "gooier" texture compared to Gouda and Havarti. And, like all things, cheese comes in different shapes and sizes.  It generally comes in circles, squares (blocks and slices) and triangles. The customer can either buy pre-packaged (size is determined) cheese or not.  When not buying pre-packaged cheese, the size is not determined; the customer chooses its mass. Mass is weight and can be portrayed as, heavy and light, hard and soft, large and small, or block-like and open (Schirrmacher & Fox, 2009). So...When picking the style/form of cheese it ultimately depends on its purpose (dip, sandwich, pizza, cake, etc.).  For example, when I want cheese and crackers, I choose a hard cheese (cheddar or marble), but when I want toast I choose a spreadable cheese (cream cheese).

Whatever the food, I usually add cheese. Hence, CHEESE PLEASE!!

At this point you may be asking, "how does this relate to art or future educators?" Well...

**Note to Future Educators**

Remember that art materials are not limited to paint and crayons. Instead, try incorporating food items! For instance, using potatoes as stencils instead of sponges or using berries instead of paint (blueberries= blue paint, strawberries= red paint, blackberries= black/purple paint).  It's possible that incorporating food items may cause children to become more engaged in art activities, as they show interest in new materials and get to explore new creations!

Art Explorer 6: Leave a Mark!

"Printmaking with Scissors"

Printmaking is an artistic process that combines paint, objects and a surface.  Paint is applied to an object (for example, sponges or styrofoam) and then pressed onto paper or another canvas (for example, a shirt). When the object is lifted, it results in a print (Schirrmacher & Fox, p. 367).  On the other hand, printmaking does not have to involve paint, it can include clay.  A popular activity involving clay, is hand printing.  As a child, I remember making a clay hand print for my mother.  I was given a lump of clay,a tray and a popsicle stick. I was told to evenly spread the clay within the tray and then, using the popsicle stick, I was to write a message along the top and to write my name along the bottom.  On the top I wrote, "To Mom. I love you" and on the bottom, I wrote, Maria Tsirtsimpis". I do not have my original print, but the above picture is what the process resembled. The art word I have chosen this week is S P A C E.  Space is determined by the size of the canvas, whether it be paper, wood or a T-shirt (Schirrmacher & Fox). Every artist must determine how to arrange their elements within a given space.  I have chosen the word space because in the following activity, space is determined by the canvas (a T-shirt) and children must cope with representing themselves and their world within a given size.  This can be difficult and interesting as children have to decided what is important and what is not.

Activity: Print Yourself

Simple Stencils

The art activity that I have chosen to create is fairly simple and easy for all ages (simple stencils for younger children and more complex stencils for older participants). It involves a blank T-shirt (feel free to use a blank pillow or blanket instead), a variety of paint colors and stencils (out of styrofoam and sponges). Each child/person will receive a T-shirt and then have the opportunity to chose paint colors and stencils.  Some of the stencils will be of pictures and objects (a house, dog/cat, person, etc.), while others will be of letters, numbers and shapes, as well as common words, such as family and friends.  There will also be sheets or blocks of styrofoam and sponges available, so that the participants can create their own stencils.  Therefore, there will be a variety of stencils, which allows the child/person to make a full representation of their personal identity and world.

Basic hand-print T-shirt (more intricate as you use more symbols)

Step 1: Take a blank T-shirt and inside the tag write your name.
Step 2: Choose or create a variety of stencils that represent you and your world. If you chose to create a stencil, you will need to draw the concept and then using a pair of scissors cut out the stencil.
Step 3: Choose and apply paint to each stencil and apply the stencil onto the canvas. Remember to slowly lift the stencil, in order to avoid smudging the print.

Step 4: After you have finished printmaking, allow the T-shirt to dry. If you wish to print both sides of the T-shirt, start with one side and then allow it to dry. Once dry, turn it over and repeat the process for the back.
Step 5: Once dry, feel free to add other aspects onto the T-shirt (sparkles or written words etc.).
Step 6: Feel free to wear the shirt, or even frame it!!

Art Explorer 4: Can you spot the pattern?

Patterns.

Patterns on clothes, sheets, walls and buildings. From simple to complex, patterns are everywhere. One may ask, "what is a pattern?" According to Schirrmacher and Englebright, "pattern suggests flow, rhythm, motion or movement as well as regularity and repetition" (2009, p. 142). Schirrmacher and Englebright also state that patterns are regular or irregular, symmetrical or asymmetrical and sequenced or alternating (2009, p. 142). For this definition, you and I could probably name a million patterns. However, the pattern I have chosen is one that is seen almost every minute of everyday. What is it?.........Bricks.

Bricks at Ram at the Rye

You are probably looking at this picture and thinking, "So what? That's boring", but its not. Why? Because it is a fundamental pattern. Bricks are an essential part to many buildings, houses and institutions.  For instance, not only is my own home made from bricks, but so is Fairview Mall and don't forget Ryerson University.  Although bricks are everywhere, they are usually the pattern thought of least. When we first got this assignment, I automatically thought that the pattern had to be elaborate and eye catching, but then I realized that everyone was probably going to do that. So, I thought simple. I came to bricks and decided, "Why not? It's a pattern. It's repetitive and has a sequence".  I then realized that bricks may be simple, but that is that I liked, the understatement.  I may have been drawn to the whole "brick idea", as I feel that in a way it represents me. Because I too am a fairly simple and often characterized as a straightforward person.
After all, the old saying goes, "the simplest things in life are the most beautiful". Don't worry, I'm not about to say that I think bricks are absolutely beautiful and magnificent, but in a way they slightly are. How? Bricks are not a recent invention, they have been used for decades and for them to still be around is kinda fascinating.  Today, bricks come in different styles and shapes that can create various patterns and designs. Here are a few...

Google images.

**Note to Future Educators**

The element of pattern, is not only important for children to know in terms of art, but also as an element of daily routine.  Thus, patterns occur in complex and intricate forms, but I believe it is important for children to recognize the simple and original patterns that make-up everyday life.

Art Explorer 3: Art or Not Art? That is The Critique.

Cheetos? Rocks? Cheetos and rocks TOGETHER? 

So everyone (or almost everyone) has heard of Cheetos and associates them with words such as, snack, cheezy, crunchy, orange, messy and so on...  But never have I heard of Cheetos being associated with rocks?  This artist has done the unthinkable (at least to me)...taking two opposite materials and combining them.

To be honest, I walked right passed this piece of art.  Then one of my friends stopped and said, "Hey, look at this".  I turned and in the middle of the room, I saw a pile of rocks...I thought, this cannot be art.  Then I looked closer and realized there were Cheetos underneath.  At first, I thought that someone dropped a bag of Cheetos and just swept them under the rocks.  However, after carefully looking at the sculpture I realized they weren't in just one location, they were under the ENTIRE sculpture. A light bulb goes off...the Cheetos are meant to be there! Why? I don't really know. So, I ask around...then I realized that no one really understands it.

     During the tour, Patricia stopped at this piece and got us to really think and explore the concept behind it.  Again, to be completely honest, I got nothing (and I still don't really understand it).  On the other hand, one student suggested that maybe it's a representation of how society is covering up the junk in the world.  Patricia goes on to explain that the Cheetos are in fact real, but the rocks are fake (each rock was hand-painted by the artist). For this exact reason, the word of the week is TEXTURE.

     Texture, "refers to the surface quality of a work of art" (Schirrmacher & Fox, 2009, p. 144). The textbook also states that texture can be actual or implied.  An actual texture is something that is real and genuine, while an implied texture is one that is "fake" or created. This sculpture is a combination of both; the actual texture is the Cheetos and the implied texture is the rocks.  The rocks were so well painted that they actually seemed real; the artist carefully airbrushed each rock to get that pebbled look. 

     Once we found out that the rocks were indeed fake and the Cheetos were indeed real, Patricia asked us what the artist might be trying to say by using these textures. Personally, this new information didn't really effect my opinion...I couldn't find a deeper meaning...all I saw was rocks and Cheetos.  However, my fellow classmates had a lot to say about this and I quote, "maybe the artist is trying to convey the aspect that appearances can be deceiving".  I can see where this statement comes from, but I do not necessarily understand it.  The aspect that I cannot understand is why Cheetos? Why not different candy wrappers? or Why not other junk like plastic and waste? The Cheetos element honestly baffles me (but that might just be how I feel). Actually, it's not just me, apparently other people don't understand it...online, one person commented on the above picture, it read, "maybe the AGO cleaning staff was simply sweeping the cheesies under the rocks after a party". I think the Cheetos just throw people off.  

     If it isn't clear by now, I will just say it...I don't necessarily like this sculpture.  Maybe I don't like it because I don't understand it, but I am not saying that it isn't art.  Because who am I to say that it does or doesn't qualify as art? That's not what I'm doing, I am just stating my opinion and giving reasons behind it.  The reason why I chose this sculpture was not to "rip into it" or "trash it" it was merely because even though I didn't understand it, a lot of people had many things to say about it. I find it fascinating that someone can look at this sculpture and interpret it in a much deeper representation of life. On the other hand, I am not one of these people, as I STILL don't "get it". 

What's your take? Love it or hate it?

**Note to Future Educators**

Remember to incorporate a variety of textures in art activities, from wet paint to hard crayons, puffy shaving cream to sticky glue and rough sandpaper to smooth construction paper. Giving children a range of textures will allow them to truly explore their creative abilities.
IMPORTANT REMINDER: 
Never judge a child's art, by focusing on the end product; instead, emphasize the process and hard work that went into making that creation.

Art Explorer 2: Instant Sculpture: MONEY, MONEY, MONEY

This week we were asked to create a sculpture out of "found household objects". I was sitting at my desk, looking around, thinking a million things...What should I make? What should I use? How should I create it? What will be my word?  I went through countless ideas, analyzing them with these questions.  After god knows how long, I stopped.  Out of the corner of my eye a saw a jar full of change (Canadian and European) and thought maybe, just maybe, I could use that! I poured out the jar of change and started fooling around.  The first word that popped into my mind was BALANCE.  Why balance? Because money is something that most people have or ALL people WANT to have. It's a constant struggle balancing spending money with saving money (trust me I know)!!

Balance.

According to Art & Creative Development for Young Children, balance is "when forms appear to be in proportion to each other" and it's achieved by either being symmetrical or asymmetrical (Schirrmacher and Fox, 2009).  In other words, balance is a state of equilibrium that is either formal or informal.  Symmetrical or "formal" is a type of balance where shapes are evenly balanced around some point. Asymmetrical or "informal" is the opposite; a type of balance where objects are not evenly balanced from a point. For this specific sculpture I used both types. How, might you ask? Well, I shall explain...

Closer look at the balancing element.

Starting off, the structure was symmetrical. I evenly distributed the coins from a point in order to maintain balance. However, you might say I got "cocky" and kept going when I should of stopped.  At a certain point the top coins came tumbling down, causing the structure to now become asymmetrical. I decided to leave the structure as it was, representing the constant struggle balancing money.  When should you keep going and when should you say, enough is enough?

As you can see, those are the fallen coins in the back.

 I can relate to this representation, as I, myself, occasionally struggle balancing money.  Currently, I have been working hard to save money for a summer trip. I've been working not only more shifts, but also longer shifts and I even worked full-time during winter break.  Unfortunately, I'm having a hard time actually SAVING that money.  I am continuously spending money...going out for dinner, going to the movies, going to clubs/bars, and shopping (for things that aren't needed).  I need to find a balance by asking myself...When is it enough?

SO, balance is not only an element of art, but it an element of everyday life!

**Note to Future Educators**
Remember to BALANCE the use of process and product art activities within the classroom.

Art Explorer 1: My Creative Inspiration

The word is, CREATIVITY.

That is spelled, c-r-e-a-t-i-v-i-t-y. 

The meaning is, the potential to explore, interpret and understand yourself and the world in any way that satisfies you! 

Creativity is endless and it is different to each individual. One may express their creativity through music, dance, art or even storytelling and these are just a few of the obvious.  You have to remember that almost everything requires some aspect of creativity, even writing and math!!  The possibilities to be creative are never ending and undefined. All in all, I believe, YOU determine your creative ability, because it is an expression of your beliefs, values, opinions and ideas that are constantly changing and evolving. 

     To be completely honest, I never thought of myself as a "creative being".  I always wanted and wished to be creative, but I never learned to play an instrument or read music, I didn't have the rhythm to be a dancer and I was definitely not artistic.  Growing up I believed that these three categories, music, dance and art determined creativity. Although I did not excel in neither category, I was determined to find my creative streak. I found inspiration in one of my many uncles, who I believe to be extremely artistic.

     I remember going to my uncle's house, and looking at his drawings and paintings and thinking to myself, "Wow, I wish I could be that creative". He was and still is a very artistic person and when I used to look at his artwork, it empowered me to believe that somehow I could be that creative.  One day, within minutes, on this square piece of drywall he created this beautiful drawing of a Greek column. Just looking at it made me want to try and draw one, so I picked up a piece of drywall and started.  As I was drawing, I remember looking to my uncle's creation, trying to copy each line and curve.  In the end, my drawing looked nothing like his.  I realized that although drawing wasn't "my creative thing", I did have a one, I just hadn't discovered it yet.

Here is the Greek column and a few other drawings that my uncle has created...

    
     Over the years, I came to a new definition of creativity, which is the definition described to you in the beginning of this blog. I don't know the exact moment or time that I came to this realization, but what I do know is that this new understanding of creativity had no limits.  With this new knowledge, I started to explore the world of photography.  I had always been interested in photography, but I considered it as a hobby rather than a creative escape. This recently changed and it all started with one picture. One picture, which included my grandma, my two siblings, my two cousins and I.  As I was looking through an old album I stumbled upon this particular picture. I paused on it for a while, examining it.  There is nothing physically striking to the picture, it is merely an old picture from a wedding that includes all the grandchildren with their grandmother.  However, since my grandmother had recently passed away there was emotional significance to the picture and it was probably the last picture of all of us together.
     From there I developed a curiosity about photography and started to explore picture taking and collages.  Of course, some photographs can be strikingly straightforward in their beauty, but for me, the story behind the photograph is where the creativity takes place.  A photograph is a caption, a caption of time and whoever stares long enough will see and experience its creative story.  As the famous saying goes, "A picture says a thousand words".

The picture that started it all... 

**Note to Future Educators**
Remember that every child is creative in their own unique way! So, encourage them to find their creative escape and explore the world!!