W10

 W10

 From Duncum's article answer the following questions:

 1. What do you think about the focus of the paper? How does it relate to this course?

"the transformation of art education from an exclusive interest in fine art to embrace the much broader concept of visual culture"

- I think that this paper discusses the crucial transformation that is happening in the art ed world, and that is the one occurring when visual culture is introduced to students/ the youth by a teacher facilitating it into the curriculum. That is Duncum's focus and how he's implemented that into his classroom. 

2. Do you  agree with Duncum when he states:  " The structure of visual culture and a visual culture curriculum is rhizomatic." " visual culture operates as a rhizome." Why or why not?

- Comparing the structure of visual culture to a rhizome, a root system or system of communication, is an interesting take. After reading why he compared it to this, I found that personally that I had to agree. There are so many global examples of images the go "viral", no matter the country or languages used, popular images in our visual culture are recovered by many different places around the world. Certain images meanings lie outside of linguistics, and allow for people of all walks of earth to be able to understand their meanings. Visual culture transcends language, and because of that, it’s one of our greatest global connections. 

3. What do you think of Duncum's sampling of projects? Would these be projects you would use in your art classroom? Why or why not?

Duncum’s projects of sampling in regards to this topic and my own ideal classroom were interesting to read about. It’s always cool to see how other teachers teach. It was interesting to see him lead his pre-service art educators through a system that was more high tech, and then one made with simple materials like yarn and pins, in order to demonstrate this idea. I don’t know if I’d use those specific “lessons” or experiments/projects in my classroom unless the students had an interest in visual culture. 

 From the website review,  answer the following questions:

4. This site contains much information and many links to external sources (video, web, etc).

What information do you find valuable on this site, as a visual consumer and  as an art educator?

Whenever I i’m first greeted with a slogan such as “THE WORLD’s NUMBER ONE ______” or anything along those lines, especially when first approaching a website/product for the very first time, I am always skeptical. I think to myself why? Is this supposed to be the number one resource for art education in the world, and if it is, then why have I not heard of it in my four years of heavy study in the art education field? And who exactly decided to type this? Just my own little way of skepticism LOL. In all seriousness, being greeted by “how to spot Fake News” links and links to the creators personal Twitter, my skepticism grew. But perhaps that was intentional. 
After some digging, I did see some helpful things like how to interpret websites as educational versus promotional, finding “red flags” such as large, bold print and large claims. It was funny because his website had the same appearance. So, likely intentional. 

5. Of all the linked lesson plans and video content, select one (note it/hyperlink in your post) and describe how you would use it in your classroom. This page has links to lessons by age range. (https://www.frankwbaker.com/mlc/popular-visual-culture/) 

I looked at a lesson on Remaking Barbie, which, my eye because I have read before and articles done by medical professionals that if Barbie were to be in in real life person, her proportions would be highly unrealistic and even cause her harm. I’ve done my research on body image and why there is such a drive to be thin/skinny. I think this ideal is harmful to many people, especially girls and the lesson caught my eye. I liked that The lesson discussed body image in a way that made the students question why Barbie was shaped the way she was and why that was the ideal in our society, it’s probably a lesson I could copy from or take inspiration from in my own classroom.

From the spotweb.pdf answer the following questions:

6. How could you use the content of this media literacy primer for a lesson/unit in your classroom? 
Be sure to mention the specific content that you could use from the primer, what age group the lesson is geared toward, and materials you would use for the lesson.

I think I could use the content of this specific link in my classroom to discuss mass media with my students, and how every day images/advertisements affect not only what they buy, but the culture around them, their own society, stigmas, and idealized ways of living. I could talk about how certain aesthetics sell more than others, and what kind of influence this media literacy has over our consumption as people living in a capitalist state. Personally I talked about mass media and understood it most in my high school, so I would probably gear it towards older students. And for materials, I would either work digitally or maybe use magazines to cut up and make collages with my students, we could each individually choose a message we want to get out or sell and do our best to sell this to other students. It might even be fun to have an advertisement gallery session where students buy the product being sold by other students with fake money to see who’s advertisement is the most persuasive and successful, and then talk about why. 

From the Adobe Education Exchange Website:

7. Search the site (Abode Education exchage). https://edex.adobe.com/

From the Adobe Education Exchange, Select 2 lessons on Media Literacy from for 2 different age groups and describe how you would use those lessons in your future classroom. (link lesson on your Blog post)
Would you consider collaborating with other teachers on a media literacy unit? (art teacher, english, social studies, etc)

How does adobe site resource compare to the frankwbaker website?

- lesson one: The storyboard creation lesson is one I would use at any age group above fourth grade, we could discuss how stories used in media are persuasive and lead people to buy things or feel a certain emotion in order to persuade the audience. Students could then create their own story for their own imagined advertisement and spend the time doing a storyboard on what their advertisement may look like. We can discuss later how emotions Play a part in persuasion and how artists are able to persuade those around them using the tools they’ve been given by their mediums.

- lesson two: similarly, we could also create a poster that is emotionally charged by using specific lines shapes colors and other art elements to increase the emotion of the piece. Students could select what they would like to represent and create a poster based on that. Whether it’s to stop smoking to recycle more or two donate towards cancer research, students could pick their own topics and go forward with the project. We would discuss how different elements of design change the mood of a piece, and persuade the audience further based on what the artist chooses. I would do this lesson with anyone above middle school.

I would consider collaborating with other teachers from different subjects somewhat of a media literacy unit only if we were discussing the images used in those specific subjects, for example if I was pairing up with the science teacher to discuss climate change or vaccine administration rates, I could look at advertisements that geared towards or against those topics and discuss it with the students. I would be using the idea of visual imagery and culture to back up the idea of learning about media literacy, as that was the way I learned what media literacy was and I feel like my students would best understand it if it related to them and their daily life. So, I would tackle the project with issues that they see in mass media a lot at the current time. Right now for science that could be vaccinations and climate change. If it was another subject such as social studies maybe I could talk about immigration. And so on and so forth.