Today’s arts 2gether experience was better then the last. I really did not know what to expect because M was not so cooperative the last time we met. However Cameron and I were set on not letting this bring us down. After I was so discouraged I spoke to Alice and asked what she recommends. I spoke to her and told her I understand this is not easy and told her I understood it would be difficult for me but I always want to make sure it is successful and beneficial to M. She told me no matter what we do M is benefiting from this experience. He loves coming to arts 2gether and is learning something every time he walks through those doors. This was evident when M came into the room today. He came in with a huge smile and was ready to work. Cameron planned an activity where M would listen to music and paint. M is a terrific painter. He loved moving to the music and distributing color and different types of strokes. His movement was really evident in every picture we created. We made 3 small images and 1 large piece on colored paper. However M was not interested in experimenting. Once he found a brush or a color he liked he would not change it. I also asked him if he wanted to paint while standing but he was not interested in that either. One thing he did like was using water in his work. When M became disinterested in this work he started to walk around the room and film people. He really likes being behind the camera and looking at people as well as helping me. We then took a walk around to find objects outside. M did not really like stopping and looking at objects. I would pick up natural materials and he would throw them on the floor and tell me we were late. He would then just keep walking rather quickly with intent and while listening to his music.
Taryn Pizza Disability Studies in Art Education Reflection Paper #4: November 6, 2012
On Tuesday in Arts-2-gether we a lot of success with keeping J on task and because of this were much more productive. For the first half of the session we were able to go down to the theater and work with two of the theater majors. J was extremely excited about this and therefore was extremely interested in what we were doing. Something that was successful was the way that Amanda and I framed the task. We had J teach us, along with the two theater majors, some of the dance moves for the Thriller video and also how we were supposed to act as zombies. Through J directing what we were working on, we were able to develop a sense of how she wants the video to play out. It was definitely easier to reminder her to stay on task in this situation by posing questions such as “okay, no where would you like us to go from here?” or “can you show us that move again?” By taking charge, J was able to understand that as this is her project she should have a big role in the making and production of it. Along with this, we created a fun atmosphere where we were able to set up a zombie chase scene and play around a bit.
The two theater majors had to leave early which was okay because it gave us some time to work on our backdrop. Although J was slightly disappointed that we had to leave the theater, we explained that we would be back next week and that we had other things to work on. We made our way back up to the classroom and got out our backdrop and paint to begin working on it. J got more involved in this than I would have thought as it has become apparent she is much more interested in the performance aspect of what we are doing. We started by painting some of the tombstone objects and the moon. We talked to her about mixing paint a bit and not applying the paint on too thick as to rip the paper. J then, through accidently splattering paint, came up with the idea that this how she could do the stars in the night sky. She was very excited to make this discovery and was immediately excited about splashing, splattering, and dabbing paint across the top of the backdrop. Further experimenting, J took her thumb and started making thumbprints across the night sky. Asking her why she was using thumbprints she responded that that is what stars look like to her.
Something that I admire about J is the risks that she takes. Whether we are in the theater or painting, she comes up with an interesting idea and she goes for it. What she may not realize is that many children her age lack this characteristic. Many kids her age become shy and hesitant to take chances, especially in front of their peers. J has no problem jumping into the action and more than that becoming in charge of the situation around her.
Bethany Hall Disability Approaches Art Ed Reflection Paper #4 11/13/12
Ashley couldn’t make it to class that day so it was just Hannah and I for fieldwork this time. We started the day by catching up. I asked her if she had school today because it was election day and she did. It seemed like the kids that were there did have school. After that we started making a story board for our movie. In this we laid out just how we wanted the story to progress. We want to title the video, “Drawing with Hannah.” We struggled because we couldn’t think of what they type of drawing that she wanted to do was called. We then tried to google related images to figure it out and ended up finding a lot of cool similar drawings people have done and noticed that they look almost like illusions. We found out later that they are called parabolas. She wasn’t there when you showed us the Parabola video in class so I was very happy when you offered to let us see it again. The video gave us a lot of ideas on possible shapes that we could draw besides the ones we have already come up with. The only thing that made it hard was the fact that the video is so fast its hard to catch some things. We will probably watch the video again and slow it down next class just so we can see how to make some of the shapes we liked. We also got to see a related video that explored the different ways to make swirls and about all the places they are found. It was interesting to see but I don’t think we are going to use what we saw in our video. The rest of the time we spend drawing and trying to recreate shapes we saw in the video. We came up with a few good ones to use but would still like to find more. We plan on maybe shooting next class and then spending the rest of the time we have together to edit the video.
My partner Jenn and I were worried that N wasn't going to show up for Arts-2-Gether today since we haven't seen him the past two weeks. Luckily he came! I was happy to see that he brought a script with him for the action movie preview he wants to make. I was also very pleasantly surprised to see that he made sure the script was short and sweet. I had been worried about the script being too long or too much work for us to handle making in the amount of time we have. We went over the script together so that we all had a clear idea of how N wanted the scenes to play out and what props we have to make. N was really funny and animated today, I had a lot of fun with him and Jenn planning out the project. We planned to start filming next time. I'm really looking forward to it.
This past week was our most successful time with J so far. The theatre helpers were able to assist us in the dance, which we quickly realized was never going to be a final choreographed routine that would be consistent. Because of this, we decided that it was alright if we filmed our in process practices, and then edited it together to make it a more obtainable goal. J was definitely excited about the enthusiasm on the part of the theatre helpers, which is certainly of a more willingly, and convincingly playful attitude than my partners or mine, inevitably so. She also enjoyed the attention and leadership we gave her in directing the dance and story of video. After they left, we moved to making visual art and painted the backdrop for our film. Last week we had quickly sketched it out, and as planned, we took out two colors, black and white to make gray for the tombstone, moon, and mausoleum. J was very interested in painting and curiously watched me mix the paint each time. After we had those parts done, we discussed the stars in the sky. J moved on to splattering the paint across the paper (and a bit of the walls) in order to create the effect of stars. This was very exciting for all of us. She kept this sort of action painting going until the paint went dry several times. I think that this was one of my favorite parts of the day since she was able to freely do as she pleased (with some instruction to mind the walls). She then moved to using handprints to represent the stars as well. Taking the paint away was a bit of a struggle and reasoning isn’t her favorite thing to listen to, but since there was none left, she reluctantly handed me the plates and brushes to be washed. Overall it was a good day and I hope that the rest of our time together is as exciting, productive, and playful as this one was.
Amy Diener Art For Disability Studies Dr. Alice Wexler 11/13/12
Reflection Paper # 4 My experience at the last arts together was very exciting. I felt that Michelle and I had great made an even deeper connection with A and T. As well, the relationship between the two seemed to heighten. I felt that A laughed more than any other time. I feel that my comedic and quirky sense of humor parallels very well with A. As well, Michelle and I seem to work well together because she is always laughing. I think that Michelle’s laughing and my quirky sense of humor helped Audi feel comfortable, relaxed and have fun. I asked A if he was having a good time. He said, “ I haven’t had this much of a good time in a while.” That made me feel great. I feel like Michelle and I are truly making a difference in A’s life. We are getting through to him. T is so sweet as well. I We did a lot of filming of zooming in on everyone’s faces. As well, we choose which person would be assigned to which character. A of course was Raphael, the mouse. My question would be how do we have him focus in on another character. He seems to be particularly interested in Raphael. Perhaps, we could have him draw another character he likes by doing some guiding exercise where he closes his eyes and imagines his own made up fantasy story with other characters. Overall, I think that A, T, Michelle and I had a wonderful time. I feel like everyone has something insightful and impacting to say. There is inspiration amongst us all. Both A and T are extremely intelligent and I enjoy learning from them as well. It is a mutual experience.
As a group of four, Amy, A, T and myself continued working on our video. We kept videoing ourselves narrating the lines. We really had a great time. We all were laughing, and trying different techniques or accents. You could tell that A and T have already become very comfortable with each other and with Amy and I.
Since we are working with 2 students, I keep trying to make sure all decisions were unanimous. An idea would pop up, and I would make certain it was approved by both A and T. They both agreed every time, especially A. He seemed to simply settle on any idea we presented. But, I wonder if he really prefers these plans, or if he is simply settling with them. Possibly he has his own thoughts, but is not forthcoming enough to simply tell us. In the future, I will keep asking his opinion, but I will also try to uncover what he really wants himself, independent of the ideas of Amy, T or myself. Yet, i’m not sure how much prying that will require.
Amy and I have briefly discussed A’s obsession with Raphael the cat. When we began the project with A, we weren’t completely aware of this fixation, so we didn’t exactly address it. Yet, I think it is being attended to through T. She has joined our group, and as a member of our group she is also part of A’s story. Thankfully, she is extremely enthusiastic and eagerly offers her ideas and characters into the story. A allows for all of these additions, but I am not sure exactly how he feels about them. Even if A is not completely comfortable with the idea of new characters and a twist on the storyline, I think it is a good addition. It is helping to add some new dimensions to his story lines. Hopefully, this will encourage him to push the usual boundaries that he created about his story lines. Not only is it expanding his conceptual ideas, but it is helping him to see new types of visual drawings, those of T.
I am excited for our next class, and I think A and T are also. We began the video editing last class, and both of them were curious about the process and the program used to make it. I would like to teach them both the basics of the program, and then we can all edit it together. It is a really helpful thing to know, and I feel that both of them would really enjoy making movies, especially T. Also, they are extremely excited about the blooper reel, as am I.
At the beginning of class today we watched that Doodling in Math Class video. I really enjoyed it, and wanted to share it with our student, so we watched it all together. He seemed to really enjoy it, and we talked about the kinds of movies we could be making. He decided he would like to make a movie about his love for archery, and so we set off to begin learning about archery. Freida was very inquisitive, asking many, many questions about his hobby. She got so much information, and wrote it all down on note cards. Our student is filled with so much knowledge about his hobby, I would believe he had been doing it for all his life! It seems that once he starts interest in something, he goes into it full force, learning everything he possibly can about the topic. I was surprised at the level of knowledge he had about the entire sport of archery, not just his bow and the specifics to what he does. Because we were already on the computer to see the Doodling in Math Class video, we looked up some of the things he was describing on both the internet and YouTube. He shows such excitement and passion for archery that Freida and I are extremely excited for what our movie will bring, even though we do not know the direction it is headed yet.
Like Susan said, we hadn't seen N*** for the past two weeks (because of the hurricane and then he was absent), so when 3:30 came around and N* wasn't here, we started getting kind of nervous. Luckily he arrived around 3:45, and we got right to work. He said he had run into some friends on the way here, and I was happy to hear that he stopped to talk to them for a bit - regardless of his disabilities, it seems like N*** has a totally average social life, like any "typical" high school student. N*** brought in his script that he had been working on for a while now, so it was awesome to see that we'd really be taking strides towards filming our movie. I was impressed to see what he had written, considering how difficult reading and writing is for someone like N*** because of his dyslexia. The writing was a little awkward at times, particularly his grammar, but it was definitely understanding about legible. We talked about exactly how he wanted to film each scene, and decided that we would start that all the following week. Susan and I were really excited to the progress made that day and how filming next week would go. I asked N*** if cue cards would help, but I was unsure how easily he would be able to read them while being filmed. He said he would try his best to memorize his lines, so that's what we decided on. Lights camera action... let the filming begin!
Today’s arts 2gether experience was better then the last. I really did not know what to expect because M was not so cooperative the last time we met. However Cameron and I were set on not letting this bring us down. After I was so discouraged I spoke to Alice and asked what she recommends. I spoke to her and told her I understand this is not easy and told her I understood it would be difficult for me but I always want to make sure it is successful and beneficial to M. She told me no matter what we do M is benefiting from this experience. He loves coming to arts 2gether and is learning something every time he walks through those doors.
ReplyDeleteThis was evident when M came into the room today. He came in with a huge smile and was ready to work. Cameron planned an activity where M would listen to music and paint. M is a terrific painter. He loved moving to the music and distributing color and different types of strokes. His movement was really evident in every picture we created. We made 3 small images and 1 large piece on colored paper. However M was not interested in experimenting. Once he found a brush or a color he liked he would not change it. I also asked him if he wanted to paint while standing but he was not interested in that either. One thing he did like was using water in his work.
When M became disinterested in this work he started to walk around the room and film people. He really likes being behind the camera and looking at people as well as helping me. We then took a walk around to find objects outside. M did not really like stopping and looking at objects. I would pick up natural materials and he would throw them on the floor and tell me we were late. He would then just keep walking rather quickly with intent and while listening to his music.
Taryn Pizza
ReplyDeleteDisability Studies in Art Education
Reflection Paper #4: November 6, 2012
On Tuesday in Arts-2-gether we a lot of success with keeping J on task and because of this were much more productive. For the first half of the session we were able to go down to the theater and work with two of the theater majors. J was extremely excited about this and therefore was extremely interested in what we were doing. Something that was successful was the way that Amanda and I framed the task. We had J teach us, along with the two theater majors, some of the dance moves for the Thriller video and also how we were supposed to act as zombies. Through J directing what we were working on, we were able to develop a sense of how she wants the video to play out. It was definitely easier to reminder her to stay on task in this situation by posing questions such as “okay, no where would you like us to go from here?” or “can you show us that move again?” By taking charge, J was able to understand that as this is her project she should have a big role in the making and production of it. Along with this, we created a fun atmosphere where we were able to set up a zombie chase scene and play around a bit.
The two theater majors had to leave early which was okay because it gave us some time to work on our backdrop. Although J was slightly disappointed that we had to leave the theater, we explained that we would be back next week and that we had other things to work on. We made our way back up to the classroom and got out our backdrop and paint to begin working on it. J got more involved in this than I would have thought as it has become apparent she is much more interested in the performance aspect of what we are doing. We started by painting some of the tombstone objects and the moon. We talked to her about mixing paint a bit and not applying the paint on too thick as to rip the paper. J then, through accidently splattering paint, came up with the idea that this how she could do the stars in the night sky. She was very excited to make this discovery and was immediately excited about splashing, splattering, and dabbing paint across the top of the backdrop. Further experimenting, J took her thumb and started making thumbprints across the night sky. Asking her why she was using thumbprints she responded that that is what stars look like to her.
Something that I admire about J is the risks that she takes. Whether we are in the theater or painting, she comes up with an interesting idea and she goes for it. What she may not realize is that many children her age lack this characteristic. Many kids her age become shy and hesitant to take chances, especially in front of their peers. J has no problem jumping into the action and more than that becoming in charge of the situation around her.
Bethany Hall
ReplyDeleteDisability Approaches Art Ed
Reflection Paper #4
11/13/12
Ashley couldn’t make it to class that day so it was just Hannah and I for fieldwork this time. We started the day by catching up. I asked her if she had school today because it was election day and she did. It seemed like the kids that were there did have school. After that we started making a story board for our movie. In this we laid out just how we wanted the story to progress. We want to title the video, “Drawing with Hannah.” We struggled because we couldn’t think of what they type of drawing that she wanted to do was called. We then tried to google related images to figure it out and ended up finding a lot of cool similar drawings people have done and noticed that they look almost like illusions. We found out later that they are called parabolas.
She wasn’t there when you showed us the Parabola video in class so I was very happy when you offered to let us see it again. The video gave us a lot of ideas on possible shapes that we could draw besides the ones we have already come up with. The only thing that made it hard was the fact that the video is so fast its hard to catch some things. We will probably watch the video again and slow it down next class just so we can see how to make some of the shapes we liked. We also got to see a related video that explored the different ways to make swirls and about all the places they are found. It was interesting to see but I don’t think we are going to use what we saw in our video.
The rest of the time we spend drawing and trying to recreate shapes we saw in the video. We came up with a few good ones to use but would still like to find more. We plan on maybe shooting next class and then spending the rest of the time we have together to edit the video.
My partner Jenn and I were worried that N wasn't going to show up for Arts-2-Gether today since we haven't seen him the past two weeks. Luckily he came! I was happy to see that he brought a script with him for the action movie preview he wants to make. I was also very pleasantly surprised to see that he made sure the script was short and sweet. I had been worried about the script being too long or too much work for us to handle making in the amount of time we have. We went over the script together so that we all had a clear idea of how N wanted the scenes to play out and what props we have to make. N was really funny and animated today, I had a lot of fun with him and Jenn planning out the project. We planned to start filming next time. I'm really looking forward to it.
ReplyDeleteThis past week was our most successful time with J so far. The theatre helpers were able to assist us in the dance, which we quickly realized was never going to be a final choreographed routine that would be consistent. Because of this, we decided that it was alright if we filmed our in process practices, and then edited it together to make it a more obtainable goal. J was definitely excited about the enthusiasm on the part of the theatre helpers, which is certainly of a more willingly, and convincingly playful attitude than my partners or mine, inevitably so. She also enjoyed the attention and leadership we gave her in directing the dance and story of video.
ReplyDeleteAfter they left, we moved to making visual art and painted the backdrop for our film. Last week we had quickly sketched it out, and as planned, we took out two colors, black and white to make gray for the tombstone, moon, and mausoleum. J was very interested in painting and curiously watched me mix the paint each time. After we had those parts done, we discussed the stars in the sky. J moved on to splattering the paint across the paper (and a bit of the walls) in order to create the effect of stars. This was very exciting for all of us. She kept this sort of action painting going until the paint went dry several times. I think that this was one of my favorite parts of the day since she was able to freely do as she pleased (with some instruction to mind the walls). She then moved to using handprints to represent the stars as well.
Taking the paint away was a bit of a struggle and reasoning isn’t her favorite thing to listen to, but since there was none left, she reluctantly handed me the plates and brushes to be washed. Overall it was a good day and I hope that the rest of our time together is as exciting, productive, and playful as this one was.
Amy Diener
ReplyDeleteArt For Disability Studies
Dr. Alice Wexler
11/13/12
Reflection Paper # 4
My experience at the last arts together was very exciting. I felt that Michelle and I had great made an even deeper connection with A and T. As well, the relationship between the two seemed to heighten. I felt that A laughed more than any other time. I feel that my comedic and quirky sense of humor parallels very well with A. As well, Michelle and I seem to work well together because she is always laughing. I think that Michelle’s laughing and my quirky sense of humor helped Audi feel comfortable, relaxed and have fun.
I asked A if he was having a good time. He said, “ I haven’t had this much of a good time in a while.” That made me feel great. I feel like Michelle and I are truly making a difference in A’s life. We are getting through to him. T is so sweet as well. I
We did a lot of filming of zooming in on everyone’s faces. As well, we choose which person would be assigned to which character. A of course was Raphael, the mouse. My question would be how do we have him focus in on another character. He seems to be particularly interested in Raphael. Perhaps, we could have him draw another character he likes by doing some guiding exercise where he closes his eyes and imagines his own made up fantasy story with other characters.
Overall, I think that A, T, Michelle and I had a wonderful time. I feel like everyone has something insightful and impacting to say. There is inspiration amongst us all. Both A and T are extremely intelligent and I enjoy learning from them as well. It is a mutual experience.
As a group of four, Amy, A, T and myself continued working on our video. We kept videoing ourselves narrating the lines. We really had a great time. We all were laughing, and trying different techniques or accents. You could tell that A and T have already become very comfortable with each other and with Amy and I.
ReplyDeleteSince we are working with 2 students, I keep trying to make sure all decisions were unanimous. An idea would pop up, and I would make certain it was approved by both A and T. They both agreed every time, especially A. He seemed to simply settle on any idea we presented. But, I wonder if he really prefers these plans, or if he is simply settling with them. Possibly he has his own thoughts, but is not forthcoming enough to simply tell us. In the future, I will keep asking his opinion, but I will also try to uncover what he really wants himself, independent of the ideas of Amy, T or myself. Yet, i’m not sure how much prying that will require.
Amy and I have briefly discussed A’s obsession with Raphael the cat. When we began the project with A, we weren’t completely aware of this fixation, so we didn’t exactly address it. Yet, I think it is being attended to through T. She has joined our group, and as a member of our group she is also part of A’s story. Thankfully, she is extremely enthusiastic and eagerly offers her ideas and characters into the story. A allows for all of these additions, but I am not sure exactly how he feels about them. Even if A is not completely comfortable with the idea of new characters and a twist on the storyline, I think it is a good addition. It is helping to add some new dimensions to his story lines. Hopefully, this will encourage him to push the usual boundaries that he created about his story lines. Not only is it expanding his conceptual ideas, but it is helping him to see new types of visual drawings, those of T.
I am excited for our next class, and I think A and T are also. We began the video editing last class, and both of them were curious about the process and the program used to make it. I would like to teach them both the basics of the program, and then we can all edit it together. It is a really helpful thing to know, and I feel that both of them would really enjoy making movies, especially T. Also, they are extremely excited about the blooper reel, as am I.
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ReplyDeleteAt the beginning of class today we watched that Doodling in Math Class video. I really enjoyed it, and wanted to share it with our student, so we watched it all together. He seemed to really enjoy it, and we talked about the kinds of movies we could be making. He decided he would like to make a movie about his love for archery, and so we set off to begin learning about archery. Freida was very inquisitive, asking many, many questions about his hobby. She got so much information, and wrote it all down on note cards. Our student is filled with so much knowledge about his hobby, I would believe he had been doing it for all his life! It seems that once he starts interest in something, he goes into it full force, learning everything he possibly can about the topic. I was surprised at the level of knowledge he had about the entire sport of archery, not just his bow and the specifics to what he does. Because we were already on the computer to see the Doodling in Math Class video, we looked up some of the things he was describing on both the internet and YouTube. He shows such excitement and passion for archery that Freida and I are extremely excited for what our movie will bring, even though we do not know the direction it is headed yet.
ReplyDeleteLike Susan said, we hadn't seen N*** for the past two weeks (because of the hurricane and then he was absent), so when 3:30 came around and N* wasn't here, we started getting kind of nervous. Luckily he arrived around 3:45, and we got right to work. He said he had run into some friends on the way here, and I was happy to hear that he stopped to talk to them for a bit - regardless of his disabilities, it seems like N*** has a totally average social life, like any "typical" high school student.
ReplyDeleteN*** brought in his script that he had been working on for a while now, so it was awesome to see that we'd really be taking strides towards filming our movie. I was impressed to see what he had written, considering how difficult reading and writing is for someone like N*** because of his dyslexia. The writing was a little awkward at times, particularly his grammar, but it was definitely understanding about legible. We talked about exactly how he wanted to film each scene, and decided that we would start that all the following week. Susan and I were really excited to the progress made that day and how filming next week would go. I asked N*** if cue cards would help, but I was unsure how easily he would be able to read them while being filmed. He said he would try his best to memorize his lines, so that's what we decided on. Lights camera action... let the filming begin!