Blog 8!!!!

Dr.E,
Blog Number 8 hated me! The blog for 8 would not save for some reason sooooo.....
So I have made a separate page for it. It is in the right hand column of my page underneath the HOME button, and with the PUZZLING!!! button and page.
Thank you.
-Allison

Blog NUMBER 7!!!!!!

ASSESSMENT

Why Use Assessment in art?
I believe that art needs to be assessed in the form of process, understanding, problem solving and reflection. I believe this because these are some of the most valuable attributes of art education. I believe that if these areas area assessed then teachers will be able to see if their projects are working for their students, if the students are growing and learning the expected values from their projects and lastly so that the teacher can learn about their own teaching. Art students will also need assessment to ensure that they keep growing and keep working hard on their projects. I do not mean this just as a form of incentive but it will act as checks and balances for both the students as they try to achieve the targets set up by their assignments and for the teacher as they try to help their students throughout their adventures. I believe documentation to be extremely useful for both the student and the teacher. The student can assess their own experience by thinking about what they are doing and have done, while the teacher can use the documentation to see the journey of the student and their struggles and joys.

Students that learn how to reflect and document through their art assignments students will be able to:
-Learn how to question their process. This will enable students to look at how they receive information, how the project makes them feel, what are their fears and questions, and how they plan to attack their project. If students do this they will be able to contemplate other problems in their other classes and learn how to look at them from multiple angles. Students will also be able to question what is taking place an look at their experiences analytically in their other classes, because when using documentation a student is able to reflect upon their process.

Students who are Assessed will be able to gain many skills that can be useful both in their other classes and in future endeavors. These are some ideas about their achievements:

Students that partake in artistic critiques are given strength in speaking publicly and are able to problem solve in a group setting. This will be useful in many careers as team work is always an asset. Public speaking is useful in any classes that either require projects to be presented and it also gives students confidence to speak about their feelings and ideas when class participation is required.

Students who are able to work on expressing their feelings through visual representation and have been able to reflect on them will certainly be able to represent other projects visually,for example media art skills can be used for science, or paintings for social studies.

Assessment helps to validate a students ability to focus their creative thoughts as they work on their art projects. They are able to reflect their ideas and thoughts on social commentary or personal catharsis which is then centralized into final products and is worked with in planning and documentation. If students are on target with these attributes they will be able to use these skills in classes that demand focused thought and innovative ideas like in physics, chemistry, biology, and language arts.

Self Assessment in Art can help in other classes such as:
-Science: checking and re-checking ideas is useful in labs when a students needs to carefully look at results.
-Language Arts: Ensuring that their ideas are focused.
-Language Arts: Critical conversations about art forms, such as readings done.
-Math: Writing down your steps will help to ensure that the best answer is achieved.
-Physical Education: Students who document a goal and work towards it and then reflect on it's outcome.
-Science: Explaining the outcomes of the experiments is similar to explaining how art came to be.
-Paper writing: Conclusions of papers resemble when students explain their critiques.

Blog Number 6!!!

"Teaching art is a shared experience. Our ability to share our own personal vision and interact with others through art can become realized..." -Michael Bell



Art needs to be a core subject in schools because it offers the following for students:
-It gives them the ability to understand space and composition. Through studying famous artwork and through creating their own students are able to see how spacial relation can be created. This is transferable to many job types in the future such as Interior design, carpentry, marketing, advertising...ect. It will also help student to think critically and in a problem solving manor as they create their projects.
-It demands creativity. Students will be given projects where they will need to think of themes, ideas and accomplish problem solving. The more that students have to constantly figure out ideas, and also learn from others through critiques they will see so many possibilities and thought stimulating material. Creativity leads to innovations and will make individuals more competitive in the workplace as they will have initiative and problem solving clues.
-Critiques and group projects help students to create positive environments and learn from one another. Students will need to use this in future endeavors such as University or any job.
-It allows students to communicate their views, question problems in their own lives, escape into a safe place and communicate with others. For the rest of their lives students will be caught in conflict, or will have questions and issues that they may not be able to communicate verbally, or outwardly due to personal or societal constraints, art can be a cathartic way for them to express their ideas.
-It helps with motor skills and dexterity because students learn to use multiple tools and mediums.

I realize that art can be tacked onto other subjects in the form of integrated projects. I do believe that Art is so valuable though that it requires it`s own time slot and resources.
Specialized teachers would help the class because:
-If a teacher is specialized in Art education they will have a better understanding of the materials and will be better able to adapt it to the different needs of the students within a class.
-They would be able to bring so many skills to the class room and a wide variety of projects because they will be well rounded in different types of art.
-A specialized teacher would also be able to bring their own work into the classroom which can give students access to professional work.
-Specialized teachers can also figure out projects which will help the students to learn the proper technique and developmental attributes that will give the students the most potential to create. They will understand how to teach the different techniques and when they should be taught to individual students.
-They would understand which aspects need to be discussed and looked at in critiques. This way they could lead class critiques and help students to look at art critically.

I believe that Art classes need their own time slot because:
-Students need the time to focus on the skills that they are working on.
-There needs to be time for the students to learn in a process fashion by thinking about art as it is being created. Further more so it can be discussed afterward.
-Art does work well to compliment other subjects, but art has it`s own history, it`s own science, it`s own physical attributes, and it`s own form of expression. I believe that because it has such a strong base and is such a well rounded subject it will need it`s own concentration.
-Art is able to help students to become physically and mental strong and will help them to work within their other classes, such as geometry in math, creation of structure in math, narrative in language arts, and representation of historical events in social studies. Considering that Art assists these subjects so much it should stand alone as a subject.
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BLOG NUMBER 5!!!

Multicultural Classes

Question(s) from the text:
Is this situation typical in most schools?
How can art teachers accommodate different learning styles and other needs among their students?
Is it important for teachers to develop a range of instructional skills?
How can art teachers get the most from the visual nature of their subject?

In many of the urban centers within Canadian cities the schools often have students from a wide variety of cultural backgrounds and often the earning abilities are just as varied. In Calgary most of the schools in the Northeast and Southeast extremely multicultural schools where the students only know English as a second language. This is not surprising considering that Canada is a society with freedom of rights where a cultural collage is created from our high immigration rate. We will have students who will not be used to the the cultural setting of our North American classroom, they may not feel safe due to language barriers, they may be afraid or uncomfortable to speak publicly. In public schools there are also many different learning abilities. The spectrum for children learning abilities will range from gifted students, to students with emotional disorders, to students with physical or mental disabilities.

To accommodate different learning styles and other needs of students I would plan to:
-Use a large variety of visual stimuli from posters of a wide variety of art works, interactive index cards, explanation of projects through physical demonstrations.
-Having students learn lessons as a whole but then working in group can help stronger students to learn to communicate their understanding, it will help the vocabulary and confidence of those who do not speak English, it will allow those who are having trouble to get help from the teacher and their peers and so much assistance will help them to see the project from many different angles.
-Depending on the age of the students I would ask students if they would want to share a lesson on art from their country and their culture and if so I would take the initiative to learn more about it and to get visual stimuli.
-I would want to have levels to each of my projects. By this I mean that each project could have a simplified variation to assist students with disabilities, or further levels for students who are advanced learners or artists.

I believe that the teacher would have to be able to turn all of their lessons into visual, oral, and kinesthetic styles of learning. Further more I believe it would be important that the teacher can facilitate group learning, and how to find the appropriate materials for students to be able to teach one another. Teachers will also need to figure out several ways to approach working with many mediums and how to make them challenging and also simplified.

Art teachers can use the visual nature of their class to help their students. It can help them by:
-Allowing students to see examples of art work.
-Students with a limited English vocabulary will be able to look at famous art work and understand styles and technique.
-The teacher can draw a description or instructions for students who may not be able to concentrate or follow lessons in class.
-Teachers can demonstrate to the class how to use different tools. This way if a verbal explanation doesn't work well enough then the students can see the teacher or peers doing the art work. (A bonus to creating visual art work.)

Blog Number 4!!!!!

William Morris: "I do not want art for a few any more than education for a few, or freedom for a few."

Answer to Question 4
I have to admit I felt moments of hope slipping away as I read about the students in the Emerging Expertise Developmental stage. This group scares me to say the least in the way that even as an adult who is not well versed in art I can still feel these struggles.
Ultimately as the quote goes I would like art to be freedom for my students and I would like all of them to have the opportunities to grow as much as they can. Most of all I want Art to be enriching for them and it will be so hard to keep this alive when these students are feeling so inadequate.

My first thoughts when I read about this age group was to teach them one point perspective. I realize it may be really early for 9-11 yearolds to be learning this but if they are struggling so much with creating realism then they will have rulers to help control their drawings plus it is an easy trick that can help them to create shapes that fit within the spaces that they are trying to work with. In the article it said that students who are working with three dimensional structures find relief in that it is easier for them to create a piece that they will be aesthetically pleased with. I think that we would work with three dimensional work. I would want them to feel like they can create and then I would slowly convert the projects from completely 3D into 2d projects. I mean like perhaps making a head out of clay then making a 3d face on a slab of clay, then using paper use plasticine to create the dimensions of a face and the rest will be painted onto the paper. Lastly the face will just be painted. I know that these are advanced projects and I fear that they will compare theirs with their friends but I feel that if they can make these transitions then the idea of drawing 3D will help them. I also have an idea which may or may not work. When looking at these pictures I have seen that alot of them look like impressionist work. I think it would be valid to show students that their work resembles that of famous art work done by famous impressionist artists. This may give them confidence.
I believe that lastly if we work on a project as a group the children will be able to see that most of the group is struggling with two dimensional drawings. This way they can support one another and through peer critiques they may be able to help each other with sharing their celebrations and losses. Plus if we create an enjoyable and safe community within the art class it can keep students interested in the environment of the art class.
Ultimately I want to create projects that will give the students faith in their ability and also so that they will want to continue to engage in the atmosphere of the classroom. I would also like the projects to reflect the struggles of these students as they feel the transition from child to adult. I believe that if we make projects that talk about fairness, responsibility, and friends. These are the issues that they will be struggling with and I want to open the floor to them.

I believe that assessment will help their confidence if prepared properly. I would want to discuss with my class that it is not the final product that matter it is 1.) the effort, 2.) the experience that is recorded by the student, 3.) the reflection of their ideas in their project, 4.) the level of understanding what was required in the project, and 5.) what the learned from their experience. Most importantly too I would want to allow students the possibility to keep furthering their marks so for example when this article spoke of students being unsure of whether to use a new piece of limited paper to fix their project or to find out how to fix their project without it, I would give marks and celebrate students who were able to make innovative choices which will help them to be problem solvers.

Answer to Question number 5

For my class I believe it would be important to understand first of all what age I have and where they are on the developmental scheme of artistic representation. Next i would try take the time to do orientation projects where I can find out about my students artistic abilities and their levels of understanding. This could help me to see if the students have learning disabilities, but I would also take into consideration the list of coded students that each teacher is given.

What I hope to learn about first is what kind of skills do they already know about. Depending on the age of my students I could; ask their last teacher, I can ask the students in a forum setting where we meet each other and talk about projects that we have made in the past, I could set up a round table of stations where students could have twenty minutes at each station and I would have a painting, drawing, and clay station and see where each students strengths are.

With the knowledge of where my students skill sets are already developed I would either decide to continue as a class or I would break the class into pods depending on how differentiated the skill spectrum is. In a perfect world my class would be on the same page, however I know that students will have outside of class experience, there will be students who will have had art suppressed in their education, and there will be students who will not be supported at home. I know that my students will be all different and their learning abilities will vary. These are the important values that I want to have in my class:
-I want my students to have a new and exciting experience in each project. By this I mean that if students are exceptionally skilled or have already learned specific skills within a project I want to have projects that can be taken further or approached from multiple angles. I mean if we were making trees out of clay and I have students who are really skilled with shaping clay I would want them to perhaps make animals in their trees. This would also inspire the children who do not have as much knowledge to become more involved in their skill achievements so that they can also get to those further steps.
-I would want students who are further ahead to help teach those who need assistance. I believe this is important because it will help the advanced students to learn more while also helping the class community to be strengthened.
-What I think is important is to keep pushing the artistic abilities of my students by having them try new creative out looks and looking at where they can try new skills in each project.
-I want my students to be able to to work on projects that they find important to their everyday life. At all ages and all learning abilities art will be an opportunity for my students to use art to ask questions and help them explain their views on their social experiences.
-I want my class to work with a large variety of tools such as clay, mixed media, collage, painting, drawing, performance art, and collective projects.
-I really think that our class should work on critiques at an age. They should be able to talk about art and learn from how other people view their art. This way they can learn about how to talk about art, how to look at how other people problem solved, and how they answered the questions in art.
-I would like to use traditional art or famous art rather from different cultures to help explain techniques so that my students will feel the relevance of what they are learning and also so that they have experience with classical and famous art work.

For learning about my students I need to figure out how projects need to be explained to my students, how I can suit my assessments to help all students reach their potential and keep them enthusiastic is art, and also how to keep all of the students stimulated by their art experience. I realize that students with hearing disabilities will need visual cues, that students with attention disorders will need explanations that will help hold their attention, that students that have poor attitudes will need to be approached in a way that will help them to be interested in their art work.

I need to look into cultural backgrounds, domestic lives, and disabilities with in the class. I need to ensure that tools will be equally available for the students and that my class will remain open at all times to allow for more time, and for students to be able to access their tools as much as possible.

BLOG NUMBER 3!!!!

After reading chapter two I have to admit that I was generalizing my ideas on the art work of children. I hadn't realized that their art could be categorized into such distinctive stages, despite that they flow together. I mean I understand that of course that their skill would improve but I hadn't understood that age group of children actually is at such specific developmental states. I enjoy even more that in response to these stages from scribbles and marks, to representation, to symbolism, to realism students will always be able to work within the 5 modes of representational performance. I believe it is so important though to know these stages because as I looked at the projects that I would enjoy doing with children such as working with understanding new mediums and creating narrative and experiential experiences with my students if I was ignorant to the levels of where students are at I could cause them to be frustrated. Sylvia Kind expresses something in these terms that follow what I believe in that I find it would be useful to show students how to use tools and mediums in a traditional sense because as she spoke about clay, first timers would enjoy their experience as it was experiential but that they were better able to spread their wings and take flight with creativity in their projects once they understood even basic skills. Off of that point I believe it is important to acknowledge the skill level of the children that I am teaching because at a young age experiential work seems to be the most suitable, not to limit the meaning behind the work as the children may again be trying to explore aesthetic, narrative, and social modes of representational performance.

A large part of why I want to teach Fine Arts is because it is ultimately a method of communication. Theatre is the human to human communication, and visual art is the kinesthetic, representative, and recordable way of communicating. To me I believe it is so important to bring the Fine Arts to students so that they can use them to question events in their own lives, so that they can understand the questions that they have and so that they can communicate their answers. Reading Kind's information about the modes of representational performance primarily the narrative, and social modes link entirely with the ideas I have about how students will use pictures, group socializing, or structures to explore questions that they have or to look into explaining events that have happened or creating relationships while partaking in these exploration. The psychological escapism of art is an unbelievable level that I hadn't thought of and it intrigues me as well as makes me hopeful as I want to help children through art. I want so much for art to be a happy and expansive experience for children. I want them to be able to find joys and answers and if they can find celebrations in their art work and create possibilities that perhaps seem unreasonable in art it can help them to be psychologically cared for. Such as when James from James And The Giant Peach drew his parents in crayon it was that happy world that he could leave to. I want to be able to bring this to my students and I hope that through 1.) not creating projects that are solely based on the product, 2.) enjoying the material by experiencing it for themselves and also learning how to further their skills, 3.) by making art that is important to them, and 4.) by working as a team I hope to help students achieve artistic euphoria.

Kind brings up that it is often the experience of using the mediums themselves that can create an experience and I am thoroughly interested in this. I believe that children need to stay in tune with their sensory experiences for as long as possible because as soon as technology enters their education children loose their physical interactions with texture, three dimensional shapes, dexterity, and consistencies. This too relates to the experiential contexts of art making but it is also a narrative which can help students to react to their project. Are they disgusted? How does that affect their paper mache project? Art they excited by the colours or the textiles? How does that further affect their project or perhaps does it change how they feel about their representation?

I find it interesting that there is so much focus in drawing at such a young age. I always feel like I need to take away technical barriers for children so that they can start expressing more, like in their projects I always want to pre-cut out shapes or make it so that they can collage paper instead of having to colour everything so then they can better jump from scribbles to representation. I feel awful for thinking this way because I realize now that it is causing them to jump a complete step of their early development. Instead I think it is more important to discuss shapes and see examples and work on ideas of how to work on shapes then to immediately thrust children into that symbolic level by disregarding their motor skill development by pre-setting everything in their artistic creations. Plus children again at a young age will want to understand how they can put a lot of crayon onto a page or what it feels like to use their entire arm to make a circle as opposed to just their wrist. I realize I need to work more on the journey to exploration with young students. I think I find myself losing that creativity comes with taking physical risks and isn't all in our heads. I think I pair creativity with imagination far too much.

Blog number 2!!

MY UNDERSTANDING OF CHILDREN!!!


My preconceived ideas on children are pretty vast. I have to say that it goes under a few headings: Their outlook/Their social understanding, Their potential, Their hope.

Their Outlook/ Their Social Understanding: I see their outlook on life as not as completely innocent, but perhaps more willing to understand life. I believe that children are willing to see things in different ways if given the oppertunity. As seen in James And The Giant Peach when children are given a stituation they are able to look around it and see the possiblities that could happen such as with James he would always look into different ways to get out of the problems that he and the bugs faced. He would always return to dreams of his parents which was a single thought of hope but that single thought helped him to get through all of brutal treatment that he endured from his Aunts. Children have that ability to question beyond ideas that adults settle on, it has part to do with the naivety of children and their lack of experience in society and in life, but at the same time they make some of the things that adults do look extremely stupid when they pair their knowledge with what adults do. Children are mirrors in that sense. Children are able to reflect back what they see with basic or even creative understand that has been fed by their past experiences. They are not using personal biases instead they use straight recall of memories. I believe too that children get bullied into being considered "not smart enough" or "inept" because they have little to no experience but I believe that children are fresh minds that can cut through all of the adult biases and social formalities and worries. I believe that children use the little that they have experienced and combine it with the endlessness of the world that they yet do not know. I believe that a large part of why we are so afraid of your children is because they are often so truthful in their feedback. Unless they feel like they will be in trouble they will tell you exactly what they think about something and as a performer for young children it is often very difficult to engage them for the entire performance unless there is enough wonder, magic and excitement for them.

Their potential: I believe that children should be given every opportunity to find their strengths and their weaknesses and should be given the chance to discover how they can work on those weaknesses.
I believe that children as so malleable in the sense that they are blank canvases which have the potential to engage in so many skills and to be able to open their minds into so many directions. I fear teaching young children because I do not want to fill them with knowledge that can be harmful or can cause them to become influenced in a negative way towards things which they have yet to experience for themselves. I understand that in life we learn most of what we know through social interaction and comparison or listening to the experiences of others but for children it seems that it should be better to give them more freedom and responsibility to discover on their own. I also fear children because as children continue to be born they are coming into a world with technology and social pressures that far exceed those of when I was growing up. I worry that as a teacher I will be out of date to teach children. Children do not seem to dwell on problems instead they find an answer or move on to something else that they need to attack. One of the most beautiful and true quotes that I look at as someone who wants to teach in the Fine Arts is, "Every child is an artist. The problem is how to remain an artist once we grow up."- Pablo Picasso. I believe that children may not be making a pretty painting but they are ready to discover the possibilities that each medium holds and how their kinesthetic relationship with that medium will develop a greater knowledge of visual art.

Their Hope: I know it seems harsh and unfair to put so much pressure on children but the way that we help them to learn and the way that we as adults show them the world with affect how they create the world of their own. Each generation is given the pressure of saving or sustaining the world and I believe that is we allow the most enriching and well rounded experiences for each child they will be better able to apply themselves to this demand.


My Ideas On Teaching Children


With respect to how I view children I believe in my teaching I will consider:
-I would want to use a large variety of tools and mediums. I believe it is important for children to have a large skill set so that they can find their strengths and preferences and also so I as a teacher can find out how to better teach and work on weaknesses with my students.
-I believe that experiential and demonstrative (or classical) techniques of using different mediums is important. Experiential discovery is important because at a young age as they learn to master their motor skills, and find which mediums feel the best for them to use they can work at how to express what they feel they need to in a way that they can connect with. In the same sense I believe that showing children how to properly use tools and mediums is important first of all for safety and so that they can see other ways of using art tools.
-I hope to work on a large variety of projects. Some that work with skill so that students may advance their knowledge and further their personal skill set. I would like to work with projects that involve the daily like of the children in my classes. (Both on a class community and an individual level) Children are often so busy learning facts that are displaced from their everyday life while in school I believe that art will give them a chance to talk about what is important to them. I hope to work on projects in groups because children are often have their own personal networks of their friends, family, and teams, but it is always important for them to create a class society and to try working with many different individuals and enjoying peer teaching.

James And the Giant Peach
Today as I sat watching the character James I found the following:
-Children really do expose people for who they are by exposing simply what they see. With characters like the centipede James reflected the characteristics that he saw in the Centipede which helped to give him confidence and it also helped other adults see him for who he is. I think children will always help me to keep my lessons in check as long as I continue to hear their ideas and thoughts.
-Children use creativity to explain what they do not understand. I am intimidated by this in the sense that I am worried I won't be able to keep up to the limitless ideas of children. I am also excited by this with the idea that children will no need extensive tools and supplies to make extraordinary art work as they can create from a very basic plan.
-James had the need to escape, and he was also feeling down due to the horrible treatment of his aunts. Children reflect how they are feeling in their adventures. When he first met everyone he was scared and unsure, but he used his need to escape to work with the bugs and to make the best of his abilities to help him reach his goal. I think it will be important to work with the values of individual students and also to see how their art experience is affecting them. If I am to look into the art of the children I believe I will be able to find how they are recieving the lesson and how I can try to get them to work with their feelings through art.

First Blog Response!!!!

First ART experiences:
I was very sad to admit that I really couldn't remember any exciting/happy/encouraging moments from my early art memories. I honestly recall always feeling pressured by timelines, and feeling poorly that my final product did not resemble that of the celebrated top students art pieces. I do not recall having the freedom of creativity as we often did projects that closely resembled Dr.E's craft criteria where there was always an expected outcome. I remember in grade 3 we were making clay ladies, and Our teach told us to put clay around a cone. I did mine in what I thought was a cool pattern where I put squiggle lines down the sides of the clay. I had no idea what the cone was for. I also left the edge of the clay rough because it looked interesting with the lines. Our class then found out that the cone would be used as a skirt for a lady. I didn't get it. We then made a head that was round and I couldn't get it to round out without becoming an oval. I then had to roll skinny strands of clay for hair. I couldn't get them to stay and each time the pieces would rip and make my head loose shape when I put them on. We put all the pieces together with the slip technique and I was so upset because it made the hair all muddy. When it dried and was fired her skirt was lopsided and it looked terrible. We were then told we were making them for our mothers day gift. I tried to paint it nice colours my moms favorite but unfortunately it was still so ugly. Lastly we had to hot glue dried flowers into her hands and because I had spent ages trying to carefully put on the paint I only had ugly blue grey flowers to choose from. I was so disappointed some kids asked if she was an octopus with the squiggly stripes which hurt my feelings, and worse I was so embarrassed to give it to my mom. I didn't I left it in my bag under my gym shorts and my mom found it and asked me why I hadn't showed her. I was so ashamed and so got upset with her for looking in my bag and then I told her I messed up the project. She still liked it but I felt bad. I have to say that one part of the lesson which I hated was that we never knew why we were doing each step. I would never have made those squiggles if I had known it would be a skirt. If I knew I would have to shove hair on the head I wouldn't have worried so much about making it round which would have saved me time to concentrate of making the hair. I felt stupid because mine didn't look like the example or what everyone else was making (this is a huge error I believe in making craft projects because everything seems like it should look the same) I was so hurt because of what people in my class said about my project. I should expect if I was a teacher to ensure that the criticism of the class was done at an appropriate time and also talking to the class about what is constructive criticism. I was so upset as well that I was not given the same chance to pick nice flowers like some of the kids who were done earlier on. I found that I often felt like I would take too long on my projects because I was always trying to fix them and then I would have to rush it. I hated art because I always felt like I was far behind and like my projects always looked awful. I can't recall any 'creative' projects or projects that required imagination.

My most fond memory in art was from grade 8. We were told to take an image of any kind and render it using different mediums. I was so lost at first and then I found a picture of 4 models on a runway. They were beautiful and they all looked so similar. I chose to render them on red velvet and I used White and ivory ribbon to depict their body positions. It was so exciting because with our project there was goal and that was to represent a picture, but from there the opportunities were endless and all ours to discover. It was scary because to begin with this project was so open and so free but I was relieved because there could be a final comparison but I could experiment and find out what mediums worked for me! I enjoyed that we got to work on the skills of composition and representation but that we could do so in a way that allowed us to work on our strengths and possibly find new ones. I loved that I could make art that I thought 'looked cool'. It was the kind of style that I had seen in other art work in galleries and it was certainly not of the same skill but it was ideas and a look that came from pieces that inspired me. I didn't get a great mark on this piece but I liked it. In this class we were given three projects and we could work on them at any time and switch between the three but all three would be due on one day. Sometimes it was scary because one project would take longer than expected but it helped because when I wanted to work on a project I could focus and get the detail in where I needed to and it also helped me to plan out my work.

WHERE OH WHERE DO THE PUZZLES GO?

I have a seperate puzzle page which is located at the top of the right collum under the Blog name and bellow the home link. It is called PUZZLING!!!
All my mystical Puzzle-Goodness can be found there!!!
Sorry for any confusion!
-AZ