Creative Essays
1
Art I’m Passionate About
Ryan Brennfleck
I used to really enjoy going to the Lowe Art Museum, but nowadays I view most of my art through my social media feeds. This has allowed me to explore artists and mediums I never even knew existed. A big rabbit hole I've gone down recently is embroidery. It first appealed to me because I wanted to put it on clothes but I soon learned that there's much more to stings and needles than that of what I had previously known. On Instagram I’ve followed many embroidery accounts but, bystaceyjones has been one of my favorites. She uses embroidery in an abstract sense but draws inspiration from living things, whether large or molecular. Texture, depth, and color give her art a quality that I haven't found in many mediums and appeals to me very much.
This
essay is not concerned with a single work but rather the body of
Stacey’s work as I believe they can communicate more together. Stacey,
employing many types of stitches, threads, knots, and fabrics has
created her own universe of threaded strings, where she makes the
rules. From realist works that depict the petals of a sunflower to
abstract expressions depicting microbiology in a way that can be
recognized but hardly identified. For example, one of her works, “Just
Remember to Fall in Love”, loosely depicts many small cells, cellular
membranes, and to the trained eye even the organelle, Golgi bodies.
I feel that Stacey’s themes vary greatly however all her works have a few common factors. They’re vibrant, look improvisational, and seem to elicit a feeling that whatever its depicting is blooming, growing, and vivacious almost as if the work just captured a small moment in time. Viewing her art through instagram also offers an incredibly unique perspective. This is because you can witness the progression of her style and skill through the years, an opportunity that you might only be offered by a seminal gallery showing in the case of a more traditionally displayed artist. What I find the most interesting about being able to view her progression is that her work actually gets more and more simple and uses less atypical materials. She learns how, through simplicity, to become more elegant, refined, and overall more skillfully appearing.
As an aspiring embroidery artist, there's so much to learn from just the images Stacey publishes. Her techniques, new ideas, and use of atypical materials could inspire an artist for years. However, I believe one of the most useful pieces of information that she publishes is her mistakes. She posts her mistakes, describing her intention but more importantly her recovery. You can see her works and mistakes evolve until most of her mistakes end up becoming part of her signature style. This lesson in growth from your own mistakes is essential for fledgling artists in any medium.
2
Photography Marks Crucial Moments in History
Corine Issa
“The Kiss,” photographed by Alfred Eisenstaedt is one of the most influential photographs in history. The photograph was captured on August 14th in the heart of Time’s Square in New York City in 1945. August 14th is “V-J Day” also known as “Victory over Japan Day.” This was the day that Japan surrendered to America, bringing World War II to an end. This famous photograph features a joy-filled sailor, George Mendonsa, kissing a dental assistant, Greta Zimmer Friedman.
For decades this photograph has symbolized celebration, joy, passion, relief, and promise. However, it wasn’t until recently that the Me-Too movement has asked the public to take a second look at this photograph. Maybe this photograph screams joy, celebration, and passion if you just look at the surface layer. Yet when you take time to learn about the photograph you will learn that this kiss was not consensual, opening doors to a harder conversation to have. Yes, it is considered a beautiful and iconic picture on the surface but according to Greta she stated that it was not her choice to be kissed and grabbed.
I believe that this photograph is a perfect example of the importance of perspective. Throughout TAL 324, I have learned how vital it is to teach from different viewpoints to make sure that every student is heard. I believe that this should be crossed over to the material that is learned. We must grasp the content we learn in the classroom and view it at every angle. Displaying a photograph like this to students will allow them to learn history, perspective, and how to navigate difficult discussions.
First, this photograph is a great example to teach a history lesson. Showing a photograph like “The Kiss” is a great introduction to learning about “VJ Day.” “VJ Day” is an extremely important day of history as it marked the ending of World War II where all the U.S soldiers could come home. Showing one photo like this one can be the opening to a great history lesson. It is essential to show visuals when teaching because not every student can learn material just by listening to a lecture or reading a textbook. Showing a photograph is a great way to demonstrate how art like photography marks crucial moments in history.
Second, this photograph opens the idea to different perspectives while taking a modern-day approach. For decades, the conversation regarding consent was never mentioned until 2017 thanks to the Me-Too movement, the social movement against sexual abuse and sexual harassment. Not only does this photograph exemplify history from the 1940s but also recent history opening up conversation regarding the Me-Too movement. All throughout history Alfred Eisenstaedt’s photograph exemplified victory and passion. Conversely, “The Kiss” teaches us a lesson that we have to ask more questions. The Me-Too movement asked society to see a different side to the photograph. Did this nurse want to be kissed?
According to the picture one could argue "yes" because of her body language and the seemed passion that exudes in the photo. However, when the nurse was asked herself, she in fact did not want to be kissed and it was not consensual. In fact, the statue of “The Kiss” was painted with #metoo graffiti. This photograph teaches students that it is imperative to see different perspectives. Just like it is crucial to incorporate different methods of teaching to all the different learners in the classroom, it is also crucial to have your students approach work with a perspective and questioning lens.
The conversation that “The Kiss” sparks can be uncomfortable since sexual harassment and sexual assault is a very heavy conversation to have. Nonetheless, it is a conversation that needs to be taken place. Having discussions about the Me-Too movement are discussions that will leave impressions on young students and will be the discussions that they will remember. That being said, as a teacher, one never knows what a student has gone through. Before bringing up topics such as sexual assault it is crucial to warn the class ahead of time and remind the students that if they ever feel uncomfortable, they can leave the classroom at any moment or feel free to sit out for that discussion.
“The Kiss” not only documents a crucial moment in history, but also allows for critical thinking and discussion. As it is a great tool to learn about world history and now modern-day social movements, this snapshot of history opens doors to tougher yet necessary conversations., “The Kiss” emphasizes the importance to see different perspectives despite history ignoring them for many years.
3
Medici Coat of Arms
Morgan Cartularo
I chose the Medici coat of arms for my art piece. Florence is one of my favorite cities in the world and the Medici family had a great impact on Italy as a whole, but especially Florence. The Medici coat of arms is made up of six balls (palle in italian). There are 5 red and one blue mounted on a gold shield. Since the Medici’s were an extremely powerful family, this symbol is seen all throughout the city of Florence and Tuscany. However, the origin of the coat of arms is unknown and there is a lot of speculation surrounding it.
The Medici family first came to power in 13th century Florence and their dynasty lasted almost three centuries. They emigrated from Cafaggiolo, a small Tuscan village, to Florence in the 12th century and became successful commercial bankers. Through this they achieved great wealth and political influence. One of the most interesting things about the Medici family was their support of arts and humanities. Cosimo the elder supported artists like Ghiberti, Brunelleschi and Donatello. He is also responsible for the famed Uffizi gallery in Florence. Their dedication to these subjects allowed Florence to prosper into a cultural hub during the renaissance period, and their influence is still seen today. Further, four Medici’s became Popes and many married into royal families- most notably Caterina de Medici married King Henry II and became Queen of France.
There is a lot of mystery involved in the Medici coat of arms since their true origin is unknown. The Medici family claimed to be ancestors of Averardo, one of Charlemagne’s knights, and the balls on the shield represented dents in his sword after he fought the giant Mugello. The rumor was that after Averardo defeated Mugello, Charlemagne rewarded him the dead giant’s land and the ability to use the image of the dented shield as his coat of arms. Others believe that the balls represent cupping glasses which were used in medieval times to draw blood. This theory comes from the idea that the Medici’s used to be doctors (Medici means doctor in Italian). It was also used in the French court as an insult towards Caterina de Medici to remind her that she did not come from royalty.
The Medici family and their coat of arms is an extremely interesting part of history. I think it would make a great lesson for students as it incorporates art, history and mystery. After learning about the Medici history and the different theories on the origin of the coat of arms, students could come up with their own ideas and stories as well as recreate the piece.
4
Commonly Overlooked
Leala Solomon
The artist and piece I am writing about is ‘The Creation of Adam, painted by Michelangelo in 1511. This painting is one of my personal favorites after learning about it in school and church. I even got the chance to visit Italy a few years ago and saw this piece of art in person. It is one of the first few art forms I think I learned about in Sunday School as well. The Creation of Adam is one of a series of Biblical images that illustrate important scenes from the Book of Genesis for the ceiling of the Sistine Chapel in Vatican, Rome. It is one of the most famous paintings in the Sistine Ceiling today because it is the central work. Also known as one of the best-known paintings in Renaissance, it is considered as the ideal expression of Renaissance art.
As a religious history painting, this Fresco painting portrays the very moment when God is about to give life to the first man on earth, Adam. God is depicted as a muscular elderly man with grey hair and a long beard. On the other side, Adam is a muscular, well-formed man but looks slightly tired. Both God and Adam are extending their hands, but the two hands are so close and do not connect, which creates tension and anticipation. More importantly, viewers can feel the spark of life coming from God’s outstretched fingertip and passing to Adam, which is a masterstroke of this masterpiece.
The Creation of Adam would serve as an incredibly helpful tool in a high-school art history, world history, or even an anatomy (science) class. As an art history lesson, the lesson could begin as showing a short introductory video on the time period and location of The Creation of Adam. After the video the class could review some of the facts presented such as: What is the Vatican? Where is the Vatican? Is it part of the city of Rome? Who is the leader of the Roman Catholic Church? Who holds this position today?.
The students could then do a virtual tour of the Sistine Chapel, to further immerse themselves into the location. The class could then break into groups and analyze the painting together, coming up with one solid analysis for the group and sharing with the class. This could be followed by a short lecture on Michelangelo and the Renaissance time period. Michelangelo was considered one of the greatest artists of all time, his works ranking among the most famous in existence. A Renaissance idol is a person who shows all three main values of the Renaissance: individualism, humanism, and secularism. Michelangelo is proven to be a Renaissance Idol because he was skillful as a sculptor, painter, architecture, and poet.
He is also able to show individualism, humanism, and secularism in his artworks and sculptures. Michelangelo’s artwork had religious scenes that show real pain, joy, and all emotions. He painted the ceiling of the Sistine Chapel while on his back. As this does make the painting even more difficult, he did create a beautiful and famous piece of art. For the class’s activity, they will be creating something beautiful while painting like Michelangelo. They can tape a piece of paper under their desks or tables and have all art supplies at arm’s reach. The students will be making their paintings on their backs as well to see how different it is to paint upside down.
Before taking TAL 324, I never really gave much thought to how teaching and lessons work. I did not realize how in-depth the teacher’s plans are because as a student, you only see the surface level. Many of the things I learned in class made so much sense as I learned about the background, such as having two subjects in one lesson plan. Integrating two different subjects drastically improves how students learn and understand material. It makes it easier to understand as they get to visualize what they are learning, but also brings in a new aspect that they are not used to. Art is such an important subject in schools that is commonly overlooked, even as it helps students to retain information so well.
The Creation of Adam depicts a remarkable fresco painting forming a huge part of the Sistine Chapel ceiling and has become synonymous with the word “masterpiece.” The near-touching image of the outstretched hands of God and Adam has become the iconic of humanity. Michelangelo, his masterpiece, and his story are the primary reasons that I chose this incredible artwork.
5
Learning Through Action
Jenna Yesenosky
Art within education is an experience that should be integrated into every lesson plan. Students learn in unique ways; some students find themselves excelling in a traditional classroom but that is not always true for some students. Some benefit from experiences more than lectures. Having an interactive lesson makes the lesson plan fun to learn. Students benefit from experiential learning because it makes the lesson entertaining, therefore creating a memory of the experience and improving memorization of the information being taught.
The painting I chose for this paper is “The Kiss” by Gustav Klimt. Gustav Klimt was born in Bohemia and eventually moved to Vienna. A turning point in his career and the history of Viennese art was when he was commissioned to paint the ceilings of the Great Hall of the University of Vienna. His work was ridiculed and criticized because it included nudity, which was taboo at that time. These works of art made Klimt the founder of the Vienna Succession, a movement in which sexuality was embraced instead of rejected.
Gustav Klimt often immortalized his wife Emilie in his art, dedicating his craft to their romance. In this specific painting there are no distractions around the couple, meaning the couple is only seeing each other and feeling their love for one another. When I learned about this painting, I was abroad in Prague doing a course on film and photography. Our professor was telling us about how he had been to this museum many times and seen at least five couples every visit stand in front of this painting and be so overwhelmed by emotion that they would kiss in front of it.
Our professor would often tell us anecdotes like this. We would listen to him, slightly confused but interested because of his storytelling technique. When we learned about this painting, our professor explained how photography and film incite emotions in people as this painting did for couples. He wrapped up our entire semester of lessons and connected the pieces. We all laughed when we realized we were “in class” the whole time we were touring museums.
In our semester in TAL324, we have learned lessons in ways like I did in Prague. We have visited the arboretum, taken walks, and photographed nature. These experiential lessons work better for me personally because they don’t feel like work. Many students benefit from this, as we’ve learned in class, because they have a hard time sitting in a desk for hours on end. Whether the students know it or not, they are learning what they need to learn. In an experiential lesson they may just pay better attention because they are having fun.
In conclusion, experiential learning is applicable to all age groups. Both young students and college students enjoy moving around, learning through action, and being entertained in the classroom. My time in Prague reviewing “The Kiss” proved this to me. My time in TAL324 solidified by belief in this topic. Experiential learning should be implemented into every classroom.
Walt Grace’s Submarine Test
Alex Manolis
I have always been inspired by music and have loved to listen to songs that are motivational, or somehow can relate to whatever is going on within my life. Playing and listening to music can be a very therapeutic way to ease stress or to create art that tells a story about one’s experiences. In almost any song, one can look for meaning and find value within the lyrics or melody. However, one song that I have always loved for the story it tells and the inspiration it provides is Walt Grace’s Submarine Test by John Mayer.
This song so perfectly tells the story of Walt Grace, a man who grew tired of his mundane life, and “dreamed to discover a new space”. He had dreams to change his life for a long time, and one day, rather than waiting for things to change, Walt took matters into his own hands and followed a lofty dream to build a homemade submarine. Even though everyone thought Walt was crazy and no one believed in him, Walt believed in himself and his dream. Although the odds were against him, Walt was determined. “With a will to work hard, and a library card”, Walt built a “homemade, fan-blade, one-man” submarine to travel across the Pacific Ocean.
Finally, he takes off in his homemade submarine, and Walt is happy, learning to turn in the tide and enjoying the quiet he had once longed for. Finally, Walt’s dream comes true, and he makes it all the way to Tokyo in his homemade submarine, although he ends up dying to follow this dream. Now, rather than thinking Walt was crazy, his friends smile when they talk about him, remembering him and his ability to dream.
The first time I listened to this song, I was very drawn to it, though I couldn’t figure out why. It is the kind of song you listen to once and enjoy, then can’t wait to listen to 3 more times to dissect its meaning. Now, I know that my attraction to this song comes from John Mayer’s ability to seamlessly display the story within the song. The melody and tone change as the lyrics of the song go from hopeful, to happy, to sad yet inspiring. Additionally, each verse is written like a story, eloquently telling the listener what was happening in Walt’s life at the time.
For this reason, I think this song is great to utilize to teach about language arts and music, and how music can be used to tell a story, get across a message, or even how it can be calming. Utilizing this song in the classroom, I would play the song, then break it up and allow the students to look for meaning behind each verse. This would give students the perspective that while the song as a whole sounds pretty and provides entertainment, much more value, and even inspiration, can be taken from the lyrics as well. Following the introduction of this song, students could attempt to create sounds, lyrics or even poetry to tell a story or express feelings. They could utilize the structure of this song as a reference or be completely inventive in its style and feel.
This allows the students to actually get hands on experience of how they can utilize this art form in daily life. Additionally, this specific song is inspiring, showing students the impact something like one song can have on a person. This is part of the reason I was drawn to this song, as it inspires me each time I listen to it. Walt Grace taught us that how no matter how crazy people think your dreams are or how unreachable they may seem, it is up to each and everyone of us to follow them, dream big, take the leap and look for personal happiness.
Growing up playing instruments, I have always used music as a form of therapy or an escape from everyday life. Listening to songs that match whatever I am currently feeling whether it is sad, happy, stressed or excited, has always helped me to cope with emotion and allowed me to go to place that feels safe outside of real-world troubles. Songs can be powerful and tell a story-hearing one song could instantly inspire you, while hearing a happy song could immediately change your mood from sad to excited. This is why I think it is important for all students to understand how they can use music therapeutically to tell their own story, or even to feel certain emotions when listening to songs that touch them. Songs like Walt Grace’s Submarine Test, as well as many of John Mayer’s songs, have the ability to elicit strong emotions such as inspiration in listeners and are a form of art everyone should be aware of.
LYRICS:
Walt Grace
Desperately aiding his whole place
Dreamed to discover a new space
And buried himself alive
Inside his basement
Tongue on the side of his face meant
He's working away on his placement
And what it would take to survive
'Cause when you're done with this world
You know the next is up to you
And his wife told his kids he was crazy
And his friends said he'd fail if he'd try
But with the will to work hard
And a library card
He took a homemade, fan-blade
One-man submarine ride
That morning
The sea was mad and I mean it
Waves as big as he'd seen it
Deep in his dreams at home
From dry land
He rolled it over to wet sand
Closed the hatch up with one hand
And peddled off alone
'Cause when you're done with this world
You know the next is up to you
And for once in his life it was quiet
As he learned how to turn in the tide
And the sky was a-flare
When he came up for air
In his homemade, fan-blade
One-man submarine ride
One evening
When weeks had passed since he's leavin'
The call she planned on receivin'
Finally made it home
She accepted
The news she never expected
The operator connected
The call from Tokyo
'Cause when you're done with this world
You know the next is up to you
Now his friends bring him up when they're drinkin'
At the bar with his name on the side
And they smile when they can
As they speak of the man
Who took a homemade, fan-blade
One-man submarine ride
Promoting Students' Engagement
Brielle Lumia
The Original Sin was created by Jacopo “Tintoretto” Robusti from 1551 to 1552. The biblical narrative depicts two episodes from the Book of Genesis. The first scene– centrally placed as the focal point of the piece– illustrates Eve offering Adam an apple, which a snake above her head has previously given her. The immediate result of Adam and Eve’s disobedience, or rather the second scene taking place in the middle ground, presents an angel with a flaming sword driving the couple out of Paradise.
Rich with insight into Renaissance history and culture, The Original Sin would serve as a valuable supplement to a ninth grade world history lesson. Specifically, its incorporation would help to fulfill the “global perspective” component. The intended objective is to “recognize that literature and art reflect the inner life of a people” and the competency is to “select a civilization or time period and identify the values and social characteristics that are reflected in its art.” The goal of the lesson is to teach students about the values and way of life during the Renaissance Era by evaluating the art created within it.
The lesson will begin by displaying The Original Sin to students and providing them with some background information about the era and the painting itself. The Original Sin was created in Venice during the Italian Renaissance, an era characterized by a revival of classical art and literature, but also by the continued adherence to political and religious conservatism. Tintoretto, among all other Venetian artists, lived in a patriarchal culture in which women were subservient to their husbands, as they were thought to be “incomplete creatures who required male guidance” (Radcliff-Umstead 1975, 79). During the Renaissance, however, women began “breaking the mold” of being completely obedient and dependent. Many aristocratic women began holding positions of responsibility within the family and political affairs, as well as celebrated their sexuality as opposed to suppressing it. Renaissance men looked down upon and even feared any woman who took control of her life and made her own decisions. This woman would pose a threat because she did not have a man to stop her from straying off of the virtuous path she was expected to follow, deeming her impure and immoral.
After informing students of the historical context in which The Original Sin was created, I will initiate a class discussion about how the painting’s symbolic elements coincide with the anti-feminist sentiment of the 16th century. Through guided questions, I will help the class to recognize that by depicting Eve as a temptress who essentially caused the downfall of humankind, Tintoretto sought to demonize women’s burgeoning sexuality and independence. This criticism is a product of the conservative political and religious atmosphere that defined mid-16th century Venice, as the Renaissance’s liberal nature had not yet been fully extended to the rigidly fixed gender roles.
After analyzing The Original Sin together, students will examine multiple art pieces from one of the time periods we have previously studied and evaluate how the symbolism and aesthetic details within the pieces are indicative of the culture, norms, and political/religious atmosphere. They will then be tasked with creating their own art piece– inspired by the ones they looked at– that reflects the aforementioned elements of their chosen time period. The materials they will be given include colored paper, regular pencils (for shading), and colored pencils. After completing their drawing, they will be asked to present it to the class and explain how the scene symbolizes their time period’s cultural themes. Depending on time restrictions, this lesson may take place over the course of a few days. After completing the assignment, students will have honed critical thinking skills as well as gained a more comprehensive understanding of the cultural elements of numerous time periods pursuant to their own research as well as other students’ presentations.
Analyzing The Original Sin within the context of education reinforced the importance of art in fostering students’ critical thinking skills and creativity. Prior to taking TAL 324, I viewed art and traditional academic subjects as mutually exclusive and failed to recognize how integrating the two could considerably deepen students’ understanding of the material. I am now very much aware of the fact that art lends itself to virtually every facet of a curriculum and can be easily incorporated into a lesson to promote student engagement. Students are far more likely to resonate with and remember information when they engage with it in a tactile way; ninth graders may not retain the bullet points on a PowerPoint about 16th century history, but they will certainly recall what they learned while creating their own art piece on the subject.
References
Radcliff-Umstead, Douglas. The Roles and Images of Women in the Middle Ages and
Renaissance. Center for Medieval and Renaissance Studies, Institute for the Human Sciences, 1975: 79
8
Supplementing Traditional Academic Classes
Eliana Litos
The art piece that I decided to research was Degas’ Dancers at the barre, an oil painting that has inspired me in the past. Edgar Degas was an artist known for his style of impressionism, which emphasizes firsthand observation of subjects and focused on landscapes and urban scenes. Degas’ subjects were mainly ballerinas, which is really interesting to me because he wasn’t a dancer. I grew up as a dancer and I saw his work and renditions of it in and out of the dance studio. Many local studios displayed his work because it has a classic feel and bold, contrasting colors that are really good for dance studio decor. Degas was also traditionally educated, which was evident in his expert-style drafts and his ability to capture emotion.“ Dancers at the Barre” connects to education because of how it can be interpreted and used to teach many traditional academic subjects.
Aside from seeing his work in the dance studio, I personally remember learning about Degas in art class when we were learning how to use pastels and oils and to portray the female form. Portraying the anatomic form is also an example of how art can connect to traditional education, specifically STEM. People who are anatomy experts need to know how to accurately draw the human body. Along with being able to draw the human body and anatomy, STEM students need to draw diagrams and examples of their work, which requires art skill. If I taught an anatomy class, I would use this painting to show students how forms can be drawn. I would keep it on the board and teach how to draw the bodies in the photo step by step, like a Bob Ross class.
Degas is also a prime example of how knowledge and skills in the art can help in subjects like psychology. Because of his education in both art and traditional studies, Degas is able to notice and capture emotion. In his work, he captures the sadness, pain, and more. Even in “Dancers at the Barre” where you can’t see the dancers’ faces, you can see how strenuous stretching is with their body language. Being able to read people's emotions and capture them is a great life skill that many students should learn to have, so I would teach a class where the students have to interpret the emotions of the subjects in the paintings and apply psychological practices to help the subject.
In addition to STEM and Psychology, the arts are very much connected to History. Integrating paintings like “Dancers at the Barre” into a french history lesson can give students real-world examples of French history. Ballet was a huge part of Parisian life, and the struggles that these dancers went through were also a huge part of it. Degas was not nice to his subjects; he made them hold uncomfortable positions for a long period of time and was cruel and impatient, much like many others when addressing ballerinas. This painting can show proof of this; his dancer's facial features weren’t distinguishable because he was focused on their form, not them as people. This painting also captures intimate moments of a dancer's life that the audience doesn’t see; stretching at the barre. Stretching can be painful and ballerinas were put through a lot of pain and injuries for the sake of beauty. This could all be taught in a lesson about french history, but will also give students the analytical skills to interpret different works.
Degas’ work, “Dancers at the Barre” is a great piece that connects to many aspects of education. Besides the obvious, art and dance education, his work can supplement STEM, Psychology, and History classes. Students who interpret art well have strong analytical skills and this should be praised in the classroom. Using art to supplement traditional academic classes can help students find new skills and feel free to explore these skills and express themselves.
8
Hamilton: An American Musical
Ryan McCaffery
Hamilton the Musical has been on Broadway since July 2015 and it was nominated for a record Tony 16 awards, winning 11 of those including Best Musical. Hamilton was based on the book by Alexander Hamilton by Ron Chernow, directed by Alex Lacamoire, choreographed by Andy Blankenbuehler. The costume designer was Paul Tazewell. The stage designer was David Korins, and last but not least, Hamilton was written/starred in by Lin-Manuel Miranda.
I had the luxury of seeing Hamilton in the winter of 2015, and while I have seen many Broadway plays since, Hamilton has still been one of the plays that I have appreciated due to its uniqueness and energy. But, besides the unique elements of the play, the elements of education that it includes are music, history, and costume and stage design. All of these elements give students an opportunity to express themselves in many different ways.
There have been a lot of other famous Broadway musicals such as The Lion King, The Phantom of the Opera, Wicked, etc., but Hamilton showcases tons of creativity that Broadway had never seen. In Hamilton, rap and hip hop music helped better tell the story of the play itself, and it also differentiated it from others. Also, along with the unique musical element, the dance element of the play was unique in itself. The style is seen as a combination of many different genres from jazz, to hip hop, to swing to jitterbug. Both of these unique elements demonstrate to students how it is okay to have a unique, nontraditional style, and encourages creativity and outside the box thinking.
Another element of this musical play that students can learn from is the historical element and inspiration. Lin-Manuel Miranda was inspired by an Alexander Hamilton biography, which is extremely unique, especially when considering the final product. Creating this rap musical from a colonial-era founding father’s life is extremely creative and shows how you can intertwine different passions, in this case history and rap music.
Finally, another thing that students can learn from this musical play is how there are so many different artistic elements of plays that they can contribute to, the most obvious elements being singing, dancing and writing. But students could even be inspired by costume design if they like fashion, or stage design if they like art and creating scenery and imagery. In this case, the costumes were very traditionally colonial and needed to be modernized in order to make them functional for the wear and tear of Broadway. Also, the stage design needed to be able to encompass the entire play. Hamilton did not use changing backgrounds or technology to create different backgrounds. It used one main stage, which made it unique and a challenge for the stage designer.
Overall, I chose Hamilton because I have been going to Broadway plays since I was younger, but this play stood out to me because of its story telling ability and uniqueness. There are many elements children can learn from and be inspired by whether it be music, history, or design, and all of these unique elements contribute to a fantastic lesson on musical plays.
9
Meaningful Artwork
Haley Grey
The artist and piece I am writing about is entitled ‘Best Buddies’ by Keith Haring. This picture resonates with me as it is one of the earliest memories I have of learning about art and an artist's specific style in elementary school. In fourth grade my art teacher centered each unit around different artists and their styles. I remember using Keith Haring's art style to make my own work dedicated to victims of bullying. I was inspired by Keith Haring’s activism, as well as his colorful palette. The motifs of Keith’s painting are love, acceptance, and friendship, which resonated with me as a child, and still do now! I love the longevity of the impact of his pieces; I still feel as thoughtful as I was when I was nine looking at this piece for the first time.
The piece ‘Best Buddies’ is an extremely familiar and popular art piece which reflects Keith Haring’s pop artist style of simple, faceless cartoons in friendly, caring poses. What makes his work so important is that it was, and still is, used to highlight important causes or occasions, “Throughout his career, Haring devoted much of his time to public works, which often carried social messages. He produced more than 50 public artworks between 1982 and 1989, in dozens of cities around the world, many of which were created for charities, hospitals, children’s day care centers and orphanages” (haring.com). In general, I think that the study of Keith Haring as well as his art style is an important component of an art class for students.
Keith Haring’s style is known to many people in the world and many of his prints are used on current posters or t-shirts and sold in common stores such as Urban Outfitters or Target. The image above was a part of the print series “Best Buddies” with the motif of hugging figures. Best-Buddies is an image that represents Keith Haring's simple style, with “no specified race, gender, or sexual orientation, and they instead appear as anonymous emblems of universal love and acceptance” (artsy.net). What makes Keith Haring so inspirational for me, and for other young artists, is his ability to relate to students who wish to make a difference in the world. As an activist aiming for social justice, his work is heavily influenced by important social causes. His activism and progressive thinking combined with his art style that is both simple and uncomplicated, makes him a wonderful artist for students to learn about and create their own artwork inspired by his art pop style.
As an elementary education and special education student I work with students with developmental disabilities. I am also aware of the Best Buddies charity, an on campus and worldwide organization which I have participated in! One of the many philanthropic causes Keith Haring dedicated his work to was the Best Buddies charity, and this piece is the logo for this organization. As an advocate for those with developmental disabilities the impact of this work, even after his death, is well known. On the Best Buddies website they describe the logo as such: “colorful Keith Haring creation that represents one-to-one friendship, affection and acceptance” (bestbuddies.org). While the work itself is extremely simple, the affection and care between the cartoon people is evident, and so much so that it is used for this important charity.
Overall, I am so moved by Keith Haring's style because I understand how effective it would be to use Keith Haring as an artist to study during any class. In social studies elementary schoolers are often focused on social justice and current topics; by applying Keith Haring’s work to a social studies lesson students could learn of past social topics such as the AIDS crisis. Though his work has such a meaningful impact the simple style still allows children, and even adults, to feel that they can create meaningful artwork even without advanced technical skills.
References
Best Buddies (n.d.). https://www.artsy.net/artist-series/keith-haring-best-buddies
The Keith Haring Foundation (n.d.). https://www.haring.com/!/about-haring/transitions
10
Educating Society Through Artwork
Chloe Ruppert
The piece of art that I will be discussing was created by anonymous street artist, Banksy. Banksy is notorious for his anonymity as the world has spent years on a wild goose chase for his identity. The reason the world has become so infatuated with Banksy and his art is because of his experimentation, risk, and daring playfulness. Banksy not only addresses, but takes stances on controversial social issues through his artwork. His work is not pinpointed to one aesthetic, and therefore, he reaches a massive audience of all different types of people.
My favorite piece by Banksy is the famous mural “Love is in the air”, painted in 2003. When I was in Amsterdam in Summer of 2017, I visited the Banksy exhibit and this piece was recreated for the collection. Originally, Banksy painted this work on the wall that separates Israel from its occupied territories in Jerusalem. The young man in this painting is seemingly “caught in the act” of hurling a bouquet of flowers (instead of a grenade). Banksy executed this piece in favor of Palestinian rights, and his advocacy continues to stir controversy. Following Banksy's creation of the mural, the wall quickly became a giant canvas for protests against its construction.
I particularly love this piece because I I think that it not only has educational value in itself for what it is alluding to, but also I really respect the whole concept of creating art as a means of peaceful protest. Banksy made a statement through art that had a worldwide impact, which I think is so beautiful and special in itself. I think it teaches an important lesson about the value of utilizing art to make a statement on an issue, in this case, it specifically speaks on the issues of freedom and equality.
There is more than one reason why I love Banskys work, specifically this piece, so much. I admire his pursuit of starting a conversation about issues that matter through his work. Every decision Banksy makes, from the medium he uses, to the location of the work, as well as the aesthetic considerations are all carefully curated, every aspect matters. Banksy’s art relates to education because he actually educates society through his artwork. He draws attention to things that are happening in the world through his work by starting a conversation about it.
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"The Progress of Love” and Rococo Art
Gabrielle Horowitz
I chose to write about both a style of art and 4 paintings that are a great representation of this art style: Rococo. Rococo art originated in Paris, France, and is described by being very whimsical and a celebration of youth. Rococo artists used pastel colors and soft lines in their paintings. I have had the pleasure of viewing Rococo art in person at the Frick Collection museum in New York City. I viewed four different paintings by Jean-Honore Fragonard titled The Progress of Love.
Fragonard was a famous French artist known for his Rococo paintings, and his great representation of this art style. The order of these four paintings is unknown but the assumed order of the paintings within The Progress of Love is as follows: The Pursuit, The Meeting, The Lover Crowned, and The Love Letters. The Pursuit depicts a man handing a woman a rose, and a fountain is in the background with two cherubs, which is a symbol for love. This piece is very whimsical and symbolizes romance, which is another main theme of Rococo art.
In The Meeting the man and the woman meet again, and there is a statue of Venus in this piece, which is another representation of love. In addition, the man is wearing red, which is a symbol of passion. In the third piece, The Lover Crowned, he woman places a floral crown on the man's head, which symbolizes her commitment to him. Again, there is another statue in this piece, but this time it is Cupid, which is another symbol of love.
Finally, the last piece, The Love Letters depicts the man and the woman reading love letters together. Again a statue is pictured in this piece: Amitie who is the goddess of friendship. This last piece is a summarization of the other canvases and wraps up the entire series by symbolizing the everlasting love the man and the woman have for each other.
I chose to write about this specific art style because I have always had an interest in art history. I had the opportunity to take a course in high school and when I studied abroad. I learned a lot about the Rococo style in my high school class where focused on these four canvases. They they have still been my favorite pieces of art since high school. I love the pastel colors and how whimsical each piece is.
I also appreciate how the pieces tell a story. However, it requires for one to observe the piece to figure out what the symbolism is. I also had the opportunity to visit the Frick Collection Museum in New York and look at these canvases up close; it was truly breathtaking. It was amazing to see the colors and curvatures in each piece. I love how Fragonard was able to tell such a detailed story through four canvases, which is why I wanted to focus on these four canvases as a whole.
I think this piece could be a great lesson for a classroom because it discusses a type of art that I think not many people are familiar with. It represents many symbolic figures through the statues. I would teach this lesson as an interdisciplinary subject between art, art history, and world history because I could tie different art history terms when analyzing the canvases with a class. I would also introduce the history of Rococo art that goes hand-in-hand with Parisian history.
I would use both auditory and visual aids to explain the Rococo style, the four canvases and a brief history of the artist. It think that is crucial when discussing art pieces. I think it is important to put a name to a face when discussing artists. I would also love the class to have the opportunity to create their own pieces influenced by Rococo art, which would tie in the kinesthetic aspect to the lesson.
Overall, as a future educator I hope to take my passion for art history and transform it into a creative and unique lessons. By teaching students about Rococo art, they would be learning about a new type of art that one day they will be able to recognize in a museum or another place. I also hope they can either recognize if this type of art is something they like or may not like as much as other forms of art.
12
Mythology and Femininity-The Birth of Venus
Welly Mouoyebe Ndedi
I choose the Birth of Venus as my discussion art piece. As a painter myself, whenever I think of painting and specific eras, I always end up focusing on the Renaissance era. The complexity and fine attention to detail is something that has always captivated me. Besides the incredible technique, the images that were often depicted are so ethereal and romantic it’s impossible to not find them beautiful. A lot of mythological and religious, specifically Catholic, scenes were iconically depicted during this time. That being said, this could easily be used as a High School art history lesson, or even just a history lesson.
The painting Birth of Venus is a painting created during the Italian Renaissance by the artist Sandro Botticelli. The iconic image was actually one of the first nude paintings that were nonreligious since the period of classical antiquity of the Roman period. Based on the poems of the Greek poet Homer, the painting shows the birth of the Roman goddess Venus. The God Zeus supposedly created her from the sea foam and, as seen in the painting, she emerged from the sea nude in a large scallop shell. On the left-hand corner, you see the wind God Zephyr and a female companion blowing Venus toward the shore; while on the right is a woman ready to dress Venus in a cloak of sorts. In the middle you see a beautiful Venus with her wind blowing, hair long and golden, being a complete depiction of European beauty at the time. With the use of soft colors and a dynamic perspective the image as a whole is a very romantic painting.
To me, the image is a representation of the divine feminine. Throughout history, the concept of femininity and its power has been a topic in many art forms. Much of Homer’s literature and Greek mythology is based on men falling to the feet of women. Biblical stories like Adam and Eve, and even historical events such as the Battle of Troy all lead back to the power of of the influence of women. When you delve deeper into Greek-Roman mythology, you see how Venus/Aphrodite is depicted as such a powerful character while still being the literal highest embodiment of femininity; which I find both fascinating and empowering.
This painting can be used in a multi-faceted sense. On a service level, this is an obvious high school art history lesson. The techniques and style are something that has a very unique signature and carried a heavy influence into later art forms. “Florentine painting” is a style that was used to make very iconic and historic pieces such as the Mona Lisa and the Sistine Chapel ceiling. Additionally, it would be used to then discuss the themes of the Italian Renaissance. The Renaissance was a period of flourishment and happiness.
Following the Middle ages, which was a very dark time with the plague, famine, and corruption, the Renaissance is noticeably marked by its aura of excess. This can be seen when comparing art from the Renaissance, which is colorful and romantic, to art from the Middle ages which is very flat with the use of dull and primary colors exclusively. However, to delve deeper, I think this image and the story of Venus can be used to discuss the theme of the divine feminine in literature, art, and history. As stated previously, the topic of power and femininity has been talked about for eons. Using it as a way to discuss themes that play in art and society would be a great introduction for high school students towards abstract thinking.
The Birth of Venus is one of the most famous paintings from the Italian Renaissance for a reason. Its dynamic play with color and concepts continues to keep people intrigued about the time period. During my time in this course, I have learned how learning can touch all aspects of education and shouldn’t try to confine itself. Once you look at how learning can be used in multiple ways, it opens so many doors in a child’s education. When learning more about The Birth of Venus, it allowed me even to see how many corners the learning art can truly offer.
13
Seascape near Les
Saintes-Maries-de-la-Mer: The Artist's Journey
Bayley Macnamara
The painting “Seascape near Les Saintes-Maries-de-la-Mer” by Vincent Van Gogh is one of my favorite paintings that I have gotten the pleasure to examine in person. It is currently on display at the Vincent Van Gogh Museum in Amsterdam, and remains one of the many pieces that exhibit who Van Gogh was as an artist. Vincent Van Gogh’s bodies of work not only display the vast array of cities and countries that he was able to see throughout his short lifetime, but also offer insight as to his journey with mental health, in addition to his unmatched visual skill. Through analysis of this painting, one can view Van Gogh through the lens of both his immense talent and his tumultuous life struggles.
Van Gogh executed this painting at a beach at Les Saintes-Maries-de-la-Mer, a small fishing village in Arles, located in the south of France. Van Gogh was on an exploratory trip here at the time of the painting, and one examining the work can see that it was done physically at the beach due to the grains of sand that dried within the paint.[1] The painting is dominated by shades of blue and white, but are also accented by yellow and green shades to demonstrate his attempt at putting physical motion into the painting by executing waves. Van Gogh used a palette knife for this painting which further dramatized the effect of motion in the waves.[2] This image demonstrates Van Gogh’s admiration for the ocean, no matter the state.
On the day that he painted this, the ocean was not calm and smooth as glass, but rather looks as though there is an impending storm coming. The commitment to texture and motion throughout the painting truly makes it come alive. When asked about the Mediterranean Sea, Van Gogh stated that his love and admiration for it stemmed from its “color like mackerel, in other words, changing-you don’t always know if it’s green or purple-you don’t always know if it’s blue-because a second later, its changing reflection has taken on a pink or grey hue.” This sentiment was once again reflected in the diversity of color he capitalized off of in his construction of the painting. His addition of sailboats staggered in the back makes the viewer feel as though they aren’t alone; no matter how rough the ocean may seem, there are people willing to start a journey.
Van Gogh added a bright red signature as a “hint of red in the green,” and it adds an eye-catching accent that further adds to the diversity of color.[3] This painting speaks to me personally because it reminds me of the ocean near my house at Cape Cod. No matter how I’m feeling, I can always find solace looking out at the ocean, and I can imagine that Van Gogh felt similarly, especially given his mental health struggles.
Overall, this piece reflects Van Gogh’s commitment to create depth through impressionist techniques. His palette knife strokes truly help to add texture and make the image come to life, despite it being a painting rather than a photograph. This painting has impacted many for generations and it continues to add to Van Gogh’s prolific legacy.
Works Cited
“Seascape near Les-Saintes-Maries-de-la-Mer.” Vincent Van Gogh Museum. Accessed April 26, 2020.
14
Dance Then, Whereever You May Be
Natalie Vestergom
Michael Flatley was able to create an empire with his tours of Lord of the Dance. He has been able to share his talent with over 60 million people across the globe. I could only dream that one day, I would get the opportunity to be a part of something like that. Thus, I have spent many years practicing and perfecting my talent. This has made me the student I am today, both in and out of the studio.
Growing up with this art/sport has taught me the importance of determination, perseverance, and discipline. In our education today, we seldom realize the importance of exposure to art. We credit STEM subjects with higher intelligence, when the freedom of creativity and self-expression can result in the same qualities in young kids. It could also be part of their lives all the way through adulthood.
The stigma surrounding art in the classroom is one that should have been eradicated long ago. I’ve personally always felt this way being more of a right-brained individual. This course has made me realize just how crucial intertwining art into all aspects of life lessons can be. When you give students the opportunity and environment to flourish in their own way, they are able to excel in numerous aspects of life.
The straight and narrow is expired, our education system should adjust accordingly. Dance is an art form that is responsible for most of my way of thinking. It has exposed me to a new culture, new friends, new countries, and history. As students, we don’t learn anything in isolation. Our intelligence is a mosaic comprised of every experience we’ve encountered and every person we’ve learned something from.
It is easy to separate subjects, but in reality, all we are taught is connected in some way. I am thankful for what Irish dance, specifically Lord of the Dance as a dance piece that influenced my artistic growth. Every day, and grateful I was able to share that talent with all of you as an example of how education and the arts can integrate to make a student’s journey successful.
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