I quietly tip toe into class after the bell, hiding from the view of Ms. Windle in the back of the classroom, hoping she didn’t notice me slide through the door late. I survey the busy classroom, all my classmates have already began covering their canvas with bright color. Already behind, I gently prop up my wood standing easel and rest my large vanilla white canvas on it. My eyes scan the photo I have clenched in my left hand and then go back towards the sad blank canvas. I continue to stare at it, strategically planning out my painting in my head like an engineer analyzing his blueprints. Before putting paint to canvas, my eyes get caught on the painting of my classmate directly to the left of me, whose painting of a white sand beach landscape …show more content…
All this comes to a halt once his teacher announces that the class will be having their annual art show right in the middle of the hallway next week; his self consciousness rushing back through his body like water through a broken dam. The show requiring him to stand in front of his work, greeting and explaining his projects to those passing by. The idea of people judging him and his art terrifying. When a week passes and the day of the art show arrives, I come with my art in hand and of course try to find most hidden spot possible off to the back. The spot at the end, that faces the wrong direction so it is out of sight of the common passerbyer, where I know there will be the least amount of traffic in the hallway. Once it’s all set up I begin to get anxious. I keep watching the clock tick faster and faster and my heart begins to beat out of my chest like a loud thump, thump. Then the time comes. The bell rings loudly and deafeningly right above me, making my ears ring. Storming into the hallway like a stampede the students come, flocking to the artwork. When I come to a realization, everyone is admiring the art and complementing my classmates and I. People I had never even talked to coming up to me and saying, “I wish I could could draw like” with friendly smiles on their faces and asking me about my work with large intrigued eyes. This moment is what changed …show more content…
Today holding a conversation about how we are all dreading going to biology class next, where will all sit drooling out of boredom at a slide show filled with words that are seemingly a different language. Simultaneously stressing about the impending test next class none of us are prepared for. During our conversation, my art friend sends me photos of his abstract painting series project for class he has just completed and is anxious to show me how they turned out. Even looking at them on my tiny iphone screen I am blown away at the beautiful detail along with vibrant yellow, blue and red color scheme, so impressed I decide show my friends around the table. Handing my black scratched up iphone to my Nick to my left. The second I reach out my hand I realize I had made a mistake and try to pull it back but it is too late. The the looks of disappointment on their faces like I had expected, instantly validating my fear. While each of my friends has the same disapproving frown on their face, it is the loudest of my friends Nick to speak up once again in protest, “YOU GUYS TEXT TOO?!” looking down at my phone held so tightly in his hand his fingers are turning red. It is then he declares he is deleting the number out my phone so we can no longer talk, telling me I shouldn’t be talking to “one of the weirdest kids at the school”. While I respect my long time friends, and know
Wayne, transforms this painting into a three dimensional abstract piece of art. The focal point of the painting are the figures that look like letters and numbers that are in the front of the piece of art. This is where your eyes expend more time, also sometimes forgiving the background. The way the artist is trying to present this piece is showing happiness, excitement, and dreams. Happiness because he transmits with the bright colours. After probably 15 minutes on front of the painting I can feel that the artist tries to show his happiness, but in serene calm. The excitement that he presents with the letters, numbers and figures is a signal that he feels anxious about what the future is going to bring. Also in the way that the colors in the background are present he is showing that no matter how dark our day can be always will be light to
The face of the portrait is detailed, and more naturally painted than the rest of the composition. However, the left iris exceeds her eye and extends past the normal outline. The viewer can see every single brush stroke resulting in a unique approach to the capturing human emotion. The streaky texture combines with the smoothness flow of the artist’s hand creating contrast between the hair and the face. The woman’s hair is painted with thick and chunky globs of paint. The viewer can physically see the paint rising from the canvas and flowing into the movement of the waves of hair. Throughout the hair as well as the rest of the portrait Neel abandons basic painting studies and doesn’t clean her brush before applying the next color. Because of the deliberate choice to entangle the colors on the brush it creates a new muddy palate skewed throughout the canvas. Moving from the thick waves of hair, Neel abandons the thick painting style of the physical portrait and moves to a looser more abstract technique to paint the background. Despite the lack of linear perspective, Neel uses a dry brush technique for the colorful streaks in the background creating a messy illusion of a wall and a sense of space. The painting is not clean, precise, or complete; there are intentional empty spaces, allowing the canvas to pear through wide places in the portrait. Again, Neel abandons
Burton, David. "Exhibiting Student Art." Virginia Commonwealth University Journal 57.6 (2004): 41. eLibrary. Web. 30 Oct. 2013.
When the painting is viewed too fast and not studied at all, the lady looks stressed, sad and angry. But after a closer evaluation, one will began to understand that her face expresses the opposite feelings; she has a relaxed gaze, pleased look, and a calming appearance. In her surroundings, the colorful flowers, green grass, and green bushes enhance the woman’s calming presence. Without careful observation, one will walk on by and not notice the meaning and important details of the painting. The painting as a whole is subtle, but with a bold meaning. When I first looked at the painting, I went straight to the next art piece, but then my professor began to talk about the painting and I began to refocus and study her face and her surroundings. I was quickly reminded of the elements of nature that I love. After the initial glance, Schwichtenberg captures the audience’s attention and reminds them to be in the present moment
The paintbrushes, clamped between my knees, leave streaks of silver on my skin that I do not wish to wash away (canvases aren’t meant to stay blank). She is the girl with Daffodils in her Hair and Dismay in her Eyes. She is pulling up grass while playing with his heart like a harpsichord.
“Educational practice is necessarily based on the assumption that students are willing to engage in educational activities that they will lend their cooperation and support to the process in their education. Students who do not offer such cooperation, who are unmotivated, present significant challenges” (Williams and Ivey, 2001, 75). High school school-children show the most trouble with cooperation and motivation; they only have a few more years of schooling and for some pupils that is the end of their education. That was one of the main reasons why I wanted to observe a high school classroom; the other main reason is because I have actually considered teaching high school grades. I observed Ms. Edith Stone and her Algebra II mathematics classroom.
Have you ever walked through an art gallery passing through a section that holds little interest to you, when suddenly you are stopped dead in your tracks? This happened to me when I was searching through the AGO for my essay topic. I never imagined I could be interested in an object involving religious subject matter. However here was a painting clearly different from the rest; it was smaller than usual, painted with primitive style yet highly gilded. Now, this painting spoke to me.
Mr. Arnold stands smugly by his classroom door between classes, with his arms proudly crossed over his chest as trails of students trample past his art room each day. Many of the passers-by recognize this man simply as "the scary art teacher." Those who have experienced Mr. Arnold's art class first-hand regard him otherwise.
To begin with, photography appeared to me as something entertaining a simple step in which one took a camera and simply shot a photograph of oneself or a friend. When I was handed my schedule for Mrs. Jones’s class, I felt as if this class had in store a special reward for me. As the days went by, Instead of being anxious of getting out of class I had a craving for additional time in the class. The class kept my eyes glued to the screen ...
Art classes throughout kindergarten and up to my junior year in college have taught me so much about expression, performance and making a statement. Learning and practicing art introduces a new way of processing information, and approaching problems. In my
Have you ever seen a painting or picture that captivates you and directly stirs up emotion within you? More than likely, you have. Usually, viewers merely observe the picture and enjoy the way it looks and how it makes them feel. But, have you ever asked yourself, “why?” What about the picture makes it pleasing to the viewer? With each strategy the photographer uses creates their own touch and passion that floods all over the picture. The emotional connection nearly goes unnoticed for when the picture is well photographed, the viewers experience the sensation in their subconscious. This is one of the most powerful tools that a photographer holds in their hands. If one can become a master of manipulating how the photo affects its viewers, the said photographer can potentially maneuver people’s minds and thoughts with one click of a button. The time spent with my mentor has opened up the door for me to tap into that power though the use of background, focus, shutter speed, angles, and most importantly, lighting. Even with all these techniques, the person behind the camera must remember that creativity must be at the forefront of all operations. Caleno (2014), when writing about the basics of capturing a beautiful moment in a picture commented, “If we want to be creative we must drop these pre-conceptions and start looking at things from a small child’s innocence.”
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
"A picture can paint a thousand words." I found the one picture in my mind that does paint a thousand words and more. It was a couple of weeks ago when I saw this picture in the writing center; the writing center is part of State College. The beautiful colors caught my eye. I was so enchanted by the painting, I lost the group I was with. When I heard about the observation essay, where we have to write about a person or thing in the city that catches your eye. I knew right away that I wanted to write about the painting. I don’t know why, but I felt that the painting was describing the way I felt at that moment.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.