Find Cards

  1. Find two scenes that depict individuals of different races performing a similar action. How is this action represented in each scene? What does this tell us about the individuals being represented?
  2. Find and example of cooperation between two or more individuals. What was happening in this scene? What do you feel was the end result?

Voice Thread Curator Statement

Finding Strength in Our Differences


In this curatorial exhibition, the first video makes racial comparisons by juxtaposing pairs of Disney scenes together to show how differently each is conveyed to the viewer. The following five videos are a remix of the first video while also including clips from other videos that each aims to comment on various forms of racial, ethnic, and gender differences that exist within our society. These videos focus on a range of scenarios that show individuals with unique traits, and how these traits can be turned into strengths . For example, a relationship between two different kinds of apples shows the viewer that there is strength in the union of two people or things that are different from one another. In all, these videos raise the question of, “What are you?” “What are our differences?” and “How do these differences make us stronger?

Concepts in Art Education: Presentation 3


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Behance is the leading free online platform to showcase & discover creative work. As a member, you can create a portfolio of your work and broadcast to others who use the site. Because it is run by the popular art program company Adobe, many people can explore the work and access user’s talent on a global scale.Screen Shot 2015-04-21 at 4.59.46 PM

The mission of Behance:

“Empower the creative world to make ideas happen.”


Visual Culture/Art Educational Use

After playing around with the site, I found that this technology could be very useful in teaching students the importance of developing a professional portfolio from a young age, and learning how to edit and update it as they learn and grow as artist. I feel that this is something that I had very limited access to, other than just compiling my physical work into a large envelope to carry around with me, or a messy computer file full of jpeg images of my latest work.

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Not only does this site encourage the development of a portfolio, it promotes the work of other talented artists and designers from around the globe. Users of Behance have the opportunity to follow other portfolios, which can inspire a community of artists.

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Supporting Interest-Driven Arts Learning

Behance is a great place for students and professionals to select various genres and art fields in which they can explore. In this way, it fits well into the interest driven arts experience, as each student can search topics of interest to them and follow other artist and portfolios that they enjoy. This can encourage students to explore the work and portfolio designs of current, real life, artists in a way that will motivate and inspire them to do similar things with their work.

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Overall, I think that this is a useful resource to introduce to students at various levels so that they can begin to create and develop the collection of their work.

List of Technologies

Over the course of the semester, we have been introduced to and given the chance to explore many different technologies.  My list of ten each represents a unique learning experience, as well as a push out of my comfort zone. Many of the programs I used in this class I was unfamiliar with at first, naturally making me apprehensive to learn them. The list is as follows:

  1. Lino
  2. Flash/Wacom Tablet
  3. Photoshop
  4. Data Mining 
  5. Google Maps as an interactive experience (Fem Tech Situated Knowledge)
  6. Wordle
  7. Webquest
  8. Sound Cloud
  9. Voice Thread
  10. Video Editing (iMovie)

Each of these examples could be very useful in the classroom, as I’ve seen first-hand from my own experience and from those of my classmates how these technologies can fit into an art curriculum. From innovation, collaboration, conformity, and other themes, each of these technologies have been used in exciting and interactive ways. One of the biggest aspects I’ve taken away from this experience is that it can be intimidating to use new techniques, yet the value gained in this self-teaching of new technologies will be something I will continue to exercise throughout my career. As society continues to grow and change, technology will be the driving force in this phenomenon. Learning how to adapt to and keep up with changing technologies will be imperative to keep relevance in art education, as within any field.

Web Quest Ideas

For my Webquest, I will be working with Olivia to explore the concepts of innovation, creative thinking, and breaking free of classroom and social conformity. Too often, students are instructed by their teachers in a way that outlines what is the correct answer or truth, and what is false. I remember times in the past and even times in the present where I have felt myself seeking or expecting to receive all the information from an educator/authoritative figure. Through our studies of art education and visual culture, I have learned that now more than ever it is imperative that we give students the agency to think for themselves and to take ownership of their ideas and viewpoints. Teaching students how to think for themselves is a form of empowerment. Always being “given” all the answers will merely hinder an individual’s conceptual development, as well as the development of society as a whole.

With these themes in mind, Olivia and I have proposed a task where the students’ will partake in “Art Charades.” In this exercise, students will randomly be given a slip of paper that contains a thought, concept, or object in which they have to articulate its meaning without literally giving away the concept written on the slip, much like a game of charades. Students will then have to guess each other’s concept from the discussions and dialogues generated from viewing the work. For example, the student’s slip of paper may have the word elephant. Through the use of any means that the student wishes, they will alternately convey the concept of an elephant through their own exploration and research.

Locating Self as Teacher

Through the process of locating myself and my philosophies as a future educator, I have compiled a list of five ideas and overarching themes that I wish for my students to learn from me in the near future.

  • Try something. Anything. Never be afraid of failure or the notion that your ideas aren’t the ‘right’ answer. The process of creating something is so powerful.
  • Learn to work collaboratively with classmates, and myself as well! If someone has an idea that could enhance or bring new meaning to another’s work, we can make it happen. Collaboration is a critical component to facilitating new ideas. We can learn so much from one another. I believe that this process also lends itself well to my concept of art as an innovative process, as it reinforces critical-creative thinking strategies.
  • Learn to think about things in a way that you wouldn’t have before. I want to give my students a new perspective on as many things as I possibly can. I want to deconstruct our fixed perspective of our environment and social constructs such as identity, normalcy, sexuality, etc. Once the mind is stretched, one can continue to see things in a new way. I found an anonymous quote that describes this, saying: “When you change the way you look at things, the things you look at change.
  • Believe in your abilities, and find your creative strengths. Bring your personality and the things you love from outside the classroom to offer inspiration. Art can be integrated into all aspects of life.
  • I want to teach art as a way to promote self-awareness and self-actualization. I remember reading about Maslow’s Hierarchy of needs, and at the top of the pyramid are a set of skill that I wish to evoke from my students. These are morality, creativity, spontaneity, problem-solving, etc.


And finally, I wish to instill the concept that ideas make meaning, as one’s creative voice can impact the world around them. In reflecting on the list that I have created, I feel that this concept of having a voice is something that can relate to each of the five areas that I wish to teach my students. In looking at my own artistic identity, I know that this is something I can take responsibility of in my own work. Many of my experiences in the past three years have been extremely impactful in shaping my perspectives on who I wish to be as an educator. Especially in the classroom, where I have been introduced to new perspectives in the field of art education. Both my professors and my peers have been landmarks who have added to my rationales and beliefs in the formation of my current identity.


E-MERGEnt > Self


The “Mind-Lens” Experience

The year is 2020. A future version of myself is preparing to introduce a new technological device to my students. To those of us who live in the current time, this technology is something that seems so physically impossible, that it would be dream-like. But, in my future world, technology such as this has become the norm, and needless to say it has changed the way in which people experience their own ideas and perceptions of the world around them. The technology in which I describe emulates the HoloLens by Microsoft. Named the “Mind-Lens” this device, once activated by a student, will give the student complete access to manipulate the world around them, on a virtual level. The power and ability to bring to life anything that might be running through their minds will become possible with this device. This experience will be used to show how the things we make and create effect our environment, and this device will have the capabilities to connect with the ideas and creations of other HoloLenses. Another influential aptitude of this device would be to travel back into the future, to any time or place, which would give the user the chance to interact and manipulate the events and environments. This aligns with my teaching philosophies in a way that gives students a hands-on, immersive experience with their ideas and their environment. I want to teach others that they are in control of their ideas and are able to have a voice that can have an effect on their enviornments.

Ties between Art and Innovation

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I chose to explore the data analysis tool Voyant, which we were introduced to during class last week. I find it compelling to interpret the similarities in content that exist between two different text sources. Both sources relate well to my chosen concept, which is the impact of the arts on innovation and its processes. An influential quote that I pulled from my first article comes from author and innovator Sarah Lewis, where she states:

“What the arts allow us to do is develop the muscle required for discernment, and also strengthen our sense of agency to determine for ourselves how we’re going to tackle a given problem. Especially when you’re young, it’s one of the few times there’s no set path that someone can point you to go down to figure out the answer to a problem you’re trying to solve.”

In this sense, art and the thinking strategies that it employs are a powerful influence on an individuals ability to solve problems and create new ideas. I think this notion is well reflected in my word map, as it displays the most frequent and important words/concepts prominently. Words such as “innovation,” “art,” “science,” design, and “technology” are all key concepts in working to creatively solving problems.