Studio Exploration: TARDIS Sweet TARDIS

In all honesty, I haven't really thought about how I'd like to handle this project.  Having just recently moved up to Hyde Park after visiting friends for several years, this is now my home and I love it; I've affectionately nicknamed my new apartment the TARDIS (after the phone box Doctor Who is known to travel in which is bigger on the inside and is home to many of his traveling companions).  There are weekends when I'm asked to house sit back in Harrison while my mum's away to take care of the pets I couldn't bring to my apartment.  While I don't mind, I don't generally enjoy going home because of the grief I get from my extremely elderly great-gran, who makes me feel very unwelcome in my own house.


I'd love to hear some feedback or mostly just bounce ideas off of our small group if we talk about this - maybe exploring what makes your home "home".  Why does it feel so welcoming and what makes someone feel not-so-welcome?  How could I possibly interpret this into a piece?

Trimis & Savva Questions

The reading WAS intense, and a bit dense to work through, though I didn't have too many questions to really ask:

1.  It's mentioned on the second page that children have a small window of development when they are more receptive to learning things such as language, music, and art.  Do you think it's more beneficial to really play up not only language lessons but lessons in art and music to foster more creative thinkers as they get older?

2.  Is it important to continue activities that involve a student learning more about there chorotopos outside of the younger age range or would it be more up to the student to be seeking this information without aid from their teacher's activities?

3.   Should we as teachers implement more outside activities integrated into our lessons (such as trips to local parks, beaches, etc.) to encourage students to learn more about their environment but local community?

Artwork

I will admit, my personal work is vastly different from what I produce for school, seeing as I focus more on illustration in my spare time than I do what may consider to be "real art".  Illustration is real art, too.




School Work:

Contrast

17.5"x23.5"; Conte crayon

Music interpreted into art.

Dr. Steel's "We Decide"

18"x24"; Charcoal, conte crayon, black ribbon, aluminum foil

Self Portrait

18"x24"; Vine & compressed charcoal on bristol

Personal Work:

"Scott Pilgrim vs. The Undead"

Done for a friend's birthday; asked for Scott and Ramona fighting zombies

India ink, Copic and Prismacolor markers.

"Make love like time & space is ending"

I wanted more practice drawing couples. Fictional characters belonging to myself and my friend respectively.

Digital; Photoshop CS4

Billy Idol

I like to work small sometimes, so I'll do a lot of ACEO/ATCs. Here's one of Billy Idol from his "Idolize Me" album.

2.5"x3.5" bristol, India ink and Copic markers.

Group Work from 9/1

We only just started working and pulling our ideas together from our separate readings.  Though a lot of what we were writing down seemed to come as second nature or even more so, common sense when approaching different experiences in art education.  A lot of ideas I noticed overlapped with one another (basically saying the same thing or giving the same message).

I'm looking forward to seeing more of what we can bring to the table for our next class.  I felt a bit left out having not been able to bring my reading or have prepared due to the storm we got hit with.  Either way, I'll make up for it.