Santos Morales

Art 135

Amber Ward

Reflection #1

The Journey

The project we are working on at the moment, The Journey, is a fun activity that does not really

have an age limit. This is very much a summative assessment project, because we are gathering

information from what weve learned over the course of a few weeks and experiencing the

assessment through ourselves as we do this assignment. Its very much like the process of being

able to pepper spray or taser someone; what I mean by that is we (doing the enforcing) need to

experience the assessment before applying it to the classroom. This will give us, the educators,

an idea of what students will be going through and encountering as they engage in the process.

What Ive come away from doing The Journey project is reflecting much of what Howard

Gardner proposed, which is multiple intelligences. We had different tools scattered throughout

the classroom so students need to be able to move around if they need something. Moving

from place to another is very much a journey in itself, because students can observe others and

adopt certain strategies other students are using for their projects. Not only that, discussions

can erupt as students are gluing or gathering objects and these discussions are basically people

trading ideas in order to come away with a better result/project. We have movement, visual

learning, verbal communication, and plenty of other intelligences that can happen as one gets

up to grab a pair of scissors that are across the classroom.

Overall, I feel these type of projects can lead to broadening the pathway of imagination which

in turn can lead to more creative projects. Students are not only being creative and expressing

their individuality, but also socializing amongst their peers; a building block for effective

communication skills.

National Art Standards:

VISUAL ARTS - Creating

Im focusing this area for 3rd Grade.
Standard 1
VA:Cr1.1.3a
o Elaborate on an imaginative idea.
VA:Cr1.2.3a
o Apply knowledge of available resources, tools, and technologies to investigate personal ideas
through the art-making process.
Standard 2

VA:Cr2.1.3a
o Create personally satisfying artwork using a variety of artistic processes and materials.
VA:Cr2.2.3a
o Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment
for a variety of artistic processes.
Standard 3
VA:Cr3.1.3a
o Elaborate visual information by adding details in an artwork to enhance emerging meaning.
Standard 4
VA:Pr4.1.3a
o Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting
artwork.
Standard 6
VA:Pr6.1.3a
o Identify and explain how and where different cultures record and illustrate stories and history of
life through art.
Standard 7
VA:Re.7.1.3a
o Speculate about processes an artist uses to create a work of art.
VA:Re.7.2.3a
o Determine messages communicated by an image.
Standard 8

VA:Re8.1.3a
o Interpret art by analyzing use of media to create subject matter, characteristics of form, and
mood.
Standard 10
VA:Cn10.1.3a
o Develop a work of art based on observations of surroundings.
VA:Cn11.1.3a
o Recognize that responses to art change depending on knowledge of the time and place in which
it was made.

Each project made in the classroom will have its own narrative. Often these narratives express much more than
what the student may verbally express. Projects like this can give the educator a better understanding of the
students background and aspirations. These summative activities can be tools for both the teacher and the
students to help build a greater sense of community.