A ED 323: Visual Culture & Art Education:

 

RESPONSES in ANGEL DISCUSSION FORUMS (10% of course grade) include:

Visualization/Cultural Artifact Assignment:

  1. Make a sketch of what you visualized on 1/16. Bring to class on 1/23/07 to share.
  2. Select a cultural artifact related to your culture and to what you visualized.
  3. Review the At Home project by 1/23 at http://www.wku.edu/art/AHOT/pages/AHOTexhibitiontour.html and imagine your cultural artifact within it. Where would it go? How would it change the meaning of that space?
  4. Post an image of a cultural artifact on ANGEL and respond to the questions above in #3 by 2/6 (click on lesson and post in the discussion theme titled: Cultural Artifact in At Home). Bring artifact to class (or image of it) on 2/8.
  5. By 2/8 reply to two other’s postings giving your associations (or lack of them) to their selected cultural artifact.

A Visualization Approach

[From Keifer-Boyd, K. & Maitland-Gholson, J, (2007). Engaging Visual Culture: Expose, Explode, Empower. Worchester, MA: Davis Publication Art Education in Practice Series]

When we use visualization, learners are no longer faced with that old problem of “I don’t know what to do.” Instead, they identify specific memorable experiences and associated imagery.

Step One: Get learners to focus on a specific event. For example, for adults this might begin; “I would like you to locate a vivid learning experience that happened during the past 6 weeks.” For children, it is useful to begin with a question like, “If you could go any place you wanted to right now, where would that place be?”

Step Two:Ask specific questions about the concrete nature of that event or place. Where are you? What is going on around you? Who is there? What are they wearing? Is the place noisy or quiet? Is there talking? What is being said? Then... “How is it making you feel?” Again, make suggestions like, “Do you feel frustrated? Happy? For children, make this very concrete, for example, “Now, without opening your eyes, pretend to look around in this place?” For very young children, make it active, perhaps having them act out the motions of “going to their favorite place.”

Step Three:Transition to the making exercise that will follow.

“If I were to ask you to make an artwork that would show what the event was, what could you do? How could you make the work show what your feelings were?” If you keep the script concrete, learners who are at a concrete developmental level will know what to do immediately. Learners who are in the formal operations stage and ready to use metaphor will automatically translate the concrete into metaphor and multiple layers of meaning.

Step Four:Prepare them to begin immediately after the visualization is completed. “When you start your work, where will you begin? If you are going to paint, with what color will you begin and where will you put your brush for the first stroke?”