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Aesthetic Ed. = Reading Number 1 :) = == = = __Questions:__

1.) Discuss your thought process when exploring/selecting this particular tool. - I chose a word cloud for the first article because there we meaning recurring words throughout. For example, Greene emphasized the difference between aesthetic education and art education. These differences were emphasized with words such as "skills" and "interacting." The word cloud is a way to display the words that best described what message the article was trying to relay. This tool is an easy way to grasp the essential ideas Greene is trying to relay.

2.) What are your general thoughts regarding this tool? Easy vs. difficult, instructions given, etc... - This tool was very easy to use. The instructions were simply to insert a passage in the box and then proceed to making the cloud. Once the cloud was made, I could scroll down and change the colors, font, size, etc, very easily. I simply made the changes I want then hit "apply." This tool is a good way to emphasize important words and it is an easy way to do so.

3.) What specifically did you learn by using this tool? - I learned that it is easy to use technology and it can help you intertwine thoughts in other projects. By this, I mean that this cloud allowed me to once again think about the main points of the article. It was easy for me to remember the point of the article simply by the words I chose and displayed on the cloud.

4.) How would you envision using this tool when teaching Aesthetic Education in an elementary classroom? - I would use this tool to help children choose the words they think are most important in readings. They can pick the words they want to create their own cloud. It will not only increase their creativity, but it will also allow them to enhance their comprehension. They can see the important words of the reading and relate it back to the book as a whole.

= Reading Number 2 :) = == = = __Questions:__

1.) Discuss your thought process when exploring/selecting this particular tool. - I chose to "wild myself out" because it is a perfect example of something that one would not think is art, when in reality it is. Booth's book discusses the fact that art is around us everyday. Yes, it is a simple activity on the internet, but it is a way for users to express themselves. They can choose different arms, legs, headdresses, etc. It is a way to create art while also incorporating art seen in the natural world. For example, the different colors of animals can be seen as different art.

2.) What are your general thoughts regarding this tool? Easy vs. difficult, instructions given, etc... - I liked this tool. It was easy to go from one part to another and select the different body parts I wanted. There were not instructions but the activity was self-explanatory.

3.) What specifically did you learn by using this tool? - I learned that I can come out of my comfort zone. I do not really like change or things to be skewed from their original form. This made me see that it is alright to create things that do not make sense. I gained creativity and imagination and saw that coming out of my comfort zone allows me to express myself more.

4.) How would you envision using this tool when teaching Aesthetic Education in an elementary classroom? - I would use this tool to teach children about animals. At the end of the project each animal element chosen is described. For example, I chose giraffe legs and at the end it gave a brief description about giraffes. Also, I would allow children to see it is alright to create things that seem as if they do not make sense-because that is art. I would show them that it is how they express themselves that makes something art.

=Reading Number 1 :)=

= = __Questions:__

1.) Discuss your thought process when exploring/selecting this particular tool. - I chose this tool because I thought it would be a good way to show a scene of a classroom. This relates to the first reading because one of the things I was asked to think about after reading the given selection was the relevance of it to me as a teacher. It made me wonder how I can properly teach art to students.

2.) What are your general thoughts regarding this tool? Easy vs. difficult, instructions given, etc... - I did not really like this tool. It was easy to pick the backgrounds, but when it was time for me to create the character I wanted I had troubles. Firstly, I could not pick outfits. I restarted my entire character and the second time I tried the selecting of clothing was successful. However, as one can see above, it did not save as it said. I had an entirely different, school appropriate outfit on, but when I went to put the character in the scene it gave me the above character. I was very frustrated.

3.) What specifically did you learn by using this tool? - I learned that I can get very frustrated. I also learned that I do not do comic strip creation very often. It is something I need to work on, so as I can better aide my students in their art development.

4.) How would you envision using this tool when teaching Aesthetic Education in an elementary classroom? - I would use this comic strip creator to allow students to express stories. They could describe something that happened to them, or even make up a story that does not seem to make sense. I think students would like this because they can create a representation of people and they can create many different scenarios.

=//**__Assignment #2- Everyday Works of Art__**// =



1.) __Describe the circumstance__- I encountered this "everyday work of art" this Christmas, 2011. My good friend gave me this traffic cone as a gift. I went to his house on Christmas and it was wrapped in a giant box. It took me about ten minutes to open because he put almost a whole roll of tape on it. The gift was an inside joke because I always stole his chapstick and gum and the traffic cone is also an inside joke with another friend. I selected this because it does look like a piece of art. It is a bright color and has different objects that project on the sides. It is 3-D and is art that can effect senses such as touch and smell.

2.) __Noticings/Perceptions__- I notice this cone has a very bright, lime green color with bright silver accents. The light catches on the silver and reflects off, making the areas on which it reflects the brightest on the piece. The chapstick around the base makes a symmetrical area that balances nicely with the square base, which has rounded edges. The eye is drawn from the bottom up. It begins with a large base and narrows as it ascends. The gum is placed on different levels which moves the eye around the piece. There are ridges on the bottom which adds texture to the artwork.

3.) __Using Booth Terminology__- This relates to Booth because he states that we all have a responsibility yo engage with art. He states, "This is the response-ability we all have: to set aside our history and prejudices, to genuinely perceive what we encounter, and to connect back truthfully" (49). This means we must see a piece of art as what is directly in front of our face. We should not evaluate art based upon biases. This applies to this picture because my prior knowledge would say it is simply a traffic cone with miscellaneous objects on it. However, it really is artwork when examined, with things such as texture, lighting, and height of objects.



1.) __Describe the circumstance__- This picture was taken on January 18, 2012 at the Mercyhurst vs. Gannon men's basketball game at Mercyhurst College. Gannon and Mercyhurst are big rivals, so the stands were packed and there was a lot of energy in the gym. I went to the game and moved around the gym, trying to get the best possible angle to show movement of the game, as well as the surroundings in the gym. I selected this picture because it is a good display of motion as well as other aesthetic aspects. My friend is on the team and I follow the games, which is how I knew about the game. I selected this because I remember relating art to sports earlier in the class and how movement is a form of art that people do not necessarily consider in those terms.

2.) __Noticings/Perceptions__- One of the things that is noticeable is the amount of movement that can be seen on the court. There are five blurred shapes of players, and the left arm of the coach is slightly blurred as well. The blue chairs are an accent in the picture, as the other colors are mostly earth and neutral tones. The players on the bench, while they are not blurred shapes, also show movement. Number zero, on the right side of the bench is leaning toward his right. The players demeanor can also be determined by looking at the picture. They are focusing on the game and are involved in what is happening even though they are not actively engaged in the game. The blurred shapes on the right go toward the edge of the picture. The blur marks even extend to the player on the bench:as can be seen on his right shoulder. The focus of the crowd, players, and coach can be seen as being at the left of the frame, where the most amount of action is happening. It appears two opposing players are struggling for the ball and the Mercyhurst player is about to fall. I also noticed that when looking at the crowd as a whole the images seem to simply blend together. However, if I look closely I can tell differences such as gender, color of shirt, hair color, etc.

3.) Using Booth Terminology- In his book, Booth discusses art as a whole. He states, "Art is not apart. It is a continuum within which all participate; we all function in art, use the skills of art, and engage in the action of artists everyday" (3). While basketball is a sport, it can also be seen as a form of art. Many fine techniques and skills are used to get as close to perfection as possible. The picture above shows that sports are a scene: telling a story frame by frame until it completes a while game. Motion is art because it is a way for one to express himself/herself through the use of his/her body, as is true with basketball.

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