Overall Lesson Objective: Given a working camera (phone or DSLR), a face mask, photo-editing software, demonstrations on how to use feathering and erasing in Photopea, an Artist Statement handout and a presentation on Flora Borsi, students will be able to meaningfully reflect upon their emotions and feelings during the pandemic through self-portraiture, then collaging and combining parts and pieces into one surrealist collaged self-portrait with an artist statement explaining their thought process.
I thought that it was imperative to address the pandemic in some way during my student teaching placement. Once I got the go ahead to do this project, I had to experiment with Photopea, creating my own example first to see if this project was actually doable. For this assignment, I had students think about how their high school experiences have been impacted because of the pandemic, and how the pandemic has affected their mental health and state of mind. Using a platform like Jamboard, I was able to provide a safe, anonymous space for students to share their feelings without judgement and create community in the classroom. "The idea I was going for through this piece was that people can have emotions and show how easy it can be hidden. Especially now it can all be put behind a mask and nobody thinks to ask twice about it. Through this piece I had learned about myself that, thinking back I didn't have to cover up my emotions in 2 ways because I was happy and now I can just hide it all behind that mask I have to have on."
"It was important for me to create an artwork that showed my true feelings and vulnerability that many conceal under a mask."
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"How would they know the exact response I exude while talking to them? It’s difficult to identify what someone’s facial expressions convey when more than half of the face is out of view. I chose this as my main focus for the assignment because as we continue adapting to this new and unordinary environment, we must be able to study each other’s eyes, as they are the only indicators of facial expression while conversing with other people. Whether I intend on showing excitement, sadness, surprise, or even seriousness, I really hope that people can learn to understand the value of our eyes, and the stories that they can tell."
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Overall Lesson Objective: Given household objects, a DSLR or phone camera, examples of dramatic lighting and shadow, Photopea, demonstrations on dodging and burning, and adjustment layers students will create a contact sheet of 25 images exploring dramatic lighting and creating contrast then edit 5 of their best photographs to enhance lighting and shadow.
Some of my powerpoint slides.
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For this project, my cooperating teacher and I talked about wanting the students to do something that utilized dramatic lighting. Pulling inspiration from one of my friends who is studying fashion marketing (@madeleinecarbs), I asked her how she was able to create her portraits and she told me she was just using a flashlight, different glasses and vases to create her own filters. I realized students could use their own household materials or kitchen tools to get dramatic shadows so that is how this project came to be. And because the concept was so open, the results from this shoot was stunning.
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Overall Lesson Objective: Given personal photographs, discussions on icons, found images online, presentation on Andy Warhol and Pop Art, Photopea, tutorials/demonstrations on gradients, exposure level and custom brushes, presentation on artist statements, students will expressively create a diptych portrait of themselves and someone who is an icon to them, and thoughtfully write an artist statement that explores their own identities and the reasonings as to why their icon is important to them and their persona.
"Jennie in particular was the one that caught my attention, through her fierce image, but also her ability to sing, rap, and dance at an exceptional level. In the Kpop industry, she is well-known for her strong sense of style and her talent in all three categories, something very rare within a visual-centered industry. She is a fabulous representation of South Korea and beyond, and I truly feel she is an icon for all she has done in her 4 years as an idol. While Jennie is a perfect fit for a fashion and entertainment icon, I think I present myself as a creative icon."
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My example with Rick Astley as my 'icon'.
Similar to my Photo 1 'version' of this project, students were again using the custom brush tools and could pull from the COVID portrait projects but were not required to take new photos. In this project I raised the conceptual project compared to Photo 1, and had students think about what it means to be an 'icon' in our society. We had discussions on cancel culture, celebrity worship and how the word iconic has so many different meetings. I had students look at their own identities and what they think makes them iconic and reflect on themselves and their icon through an artist statement.
"I chose Ariana Grande because to me she represents passion, inspiration, and girl power. I first started watching Ariana on the show Victorious when I was around 9 or 10. She is the first artist that I’ve followed throughout her career and watch become an icon. It was important to me to watch a strong woman become successful doing what she loves and growing up with her."
- "Finally I captured a photograph of a butterfly poster I have because I see them as a symbol of hope in my life. The overarching tie between both portraits is the Position Flower which is seen in both images, showing the icon I look up to in my personal portrait. The similar color pallet and image choice shows a similarity between me and Ariana. I wanted to create similar images to show how growing up looking up to the artist has had on me. Overall, I think Ariana Grande is a very iconic artist and it is iconic that I look up to someone like her." |