“Girl with a Pearl Earring”

Maya Bar-Mashiah

“Girl with a Pearl Earring”, an oil painting on canvas, is one of Dutch artist Johannes Vermeer's most famous paintings. This piece of art is housed in the Mauritshuis Museum in The Hague. This piece of art illustrates a young woman in front of a black background, almost making her seem imaginary. The most noticeable aspect of the painting is the young woman's luxurious, and not to mention huge, pearl earring.

As many would assume, her big pearl earrings and golden turban symbolize wealth and high social standing. To some extent, this is true. The story is; the young woman in the painting was resistant to wearing them, afraid of deception, but was also drawn towards the beauty of them. To a certain extent, this piece of art, to me, symbolized the compulsion of beauty.

However, today, the meaning of this piece is different. Today, the earrings symbolize the cleanliness humans should allow into their ears. This sounds silly but it has a deeper meaning. It is thought that humans should shield or protect their ears and only hear “virgin” words, or in other words, “the oriental pearls of the gospel”. I resonate with this underlying meaning because humans should only take to their heart things they hear that make them happy, which is something I struggled with when I was younger.

This piece can be used to demonstrate to young students, a lesson of life: do not say to someone else something that is “not clean”. This would be easy for kids to understand, but it would be difficult for them to interpret, unless the statement is related to the symbolic meaning of, for instance, “Girl with a Pearl Earring.” I still believe the meaning holds true value, when contextualized within the historic frame of Vermeer's piece.

Within the context of this class, I think this piece of art can connect with teaching. We learned about the interpretation of art pieces as a tool for instruction. I think the numerous interpretations this piece of artwork provides is astonishing. It has layers of meaning that can stimulate students' critical thinking, creative skills and sense of symbolic meaning.

The Water Lilies Essays

Claude Monet 1899 “Water-Lily Pond”

Alexandra Philion

“Water-Lily Pond,” an oil on canvas painting displayed in The National Gallery, was painted in 1899 by Claude Monet, a passionate horticulturist. In 1893, Monet purchased land with a pond near his property in Giverny, intending to build something "for the pleasure of the eye and also for motifs to paint." The result was his water-lily garden over which he built an arched bridge in the Japanese style. In 1899, once the garden had matured, Monet undertook 17 views of the motif under different lightings. Surrounded by luxuriant foliage, the bridge is seen in the painting as well as a magnificent arrangement of reeds and willow leaves. Monet’s work began the movement of impressionism, which was developed in France in the 19th century based on the practice of painting outdoors and spontaneously “on the spot,” including landscapes and scenes of everyday life. The Water-Lily Pond is a tranquilizing piece meant to capture the complex beauty, fragility, and radiance found in nature, combining art with the aesthetic pleasure of the world we live in.

I chose this piece because it brings me a sense of serenity and composure. I vividly remember visiting the gardens of Monet in Giverny, Normandy where the foliage produced the freshest air and most calming sensation that brought nothing but peace to my mind. I specifically remember that feeling of tranquility and being surrounded by the gardens every time I see the painting. When I am stressed, it reminds me of the peace I once felt. It reminds me to breathe and picture myself immersed in the gardens.

Monet created the piece so that viewers could step in and be given “the illusion of an endless whole, of water without horizon or bank.” Monet said that his piece was meant to create “the refuge of a peaceful meditation in the center of a flowering aquarium.” In early impressionism, there were these views of nature that people had where they would look at the seaside or out at a field and there were markers of location that they could understand. He created the painting so that one could become immersed in the scene of this water-lily pond. In this way, Monet’s diverse vision forever changed impressionism, “creating a new form that inspired untold artists and admirers.”

This piece can be used in a lesson that emphasizes the complex beauty, fragility, and radiance found in nature. It could be used as a reference for peace, making students try and feel as if they were in the painting, admiring the beauty of the world that surrounds them and feeling a sense of serenity. Students will try and immerse themselves in the scene of the water lily pond, learning about the nature that exists within the picture, including the luxuriant foliage as well as the magnificent arrangement of reeds and willow leaves.

To me, this painting exemplifies the beauty, fragility, and radiance found in nature. It radiates calmness and serenity. It can be used to demonstrate to young kids the calmness in life; not everything has to be arduous and stressful. I think this piece connects with the class because throughout the course we learned about the interpretation of art pieces and the numerous feelings one can have and meanings one can depict from looking at one. Everyone has their own way of thinking and learning, and no one’s interpretation is wrong. This piece has boundless meanings and interpretations, and anyone can view it however they want.

Water Lilies and the Japanese Bridge

Rea Cranwell

The work of art pictured above is a painting by Claude Monet, titled “Water Lilies and the Japanese Bridge.” Monet was a famous French artist who lived from 1840-1926. This piece is an oil painting from 1899 that was one of a series of paintings Monet created of his gardens at his home in Giverny, France. He transformed this piece of the property into an Asian-inspired pond and garden without the intention of ever painting it at first. “Water Lilies and the Japanese Bridge” is a piece that exemplifies elements of art, nature and history.

The series of Water Lilies paintings by Monet includes about 250 oil paintings created from 1896-1926. Monet was considered an “Impressionist” artist, meaning his paintings consisted of tiny but visible brush strokes, which is visible in the work above. Attributes of art that Impressionism highlights include the value of lighting as well as movement in the perception of the pieces themselves. You can see in this piece that just from the different shades of green and blue brushstrokes that there are visible shadows and depth to the painting. Of all of Monet’s Water Lily paintings, this one sticks out the most to me because it focuses on the landscape as a whole, including the Japanese Bridge he created on his property, not just the pond of lilies.

Monet would paint directly from nature and tried to capture the true essence of the changing weather conditions around him through the Impressionist style. This appreciation for nature is clearly shown through the hundreds of paintings in the series created just from painting his own gardens. This piece in particular highlights the beauty and calmness of nature, even with a focal point of the painting being a man-made bridge structure in Monet’s garden. There is harmony between humans and nature that he captured effortlessly through his painting style, making the viewer feel as if they are immersed in the scene.

This piece could be easily utilized in a lesson seeking to combine art with other subjects, such as history or science. For my own lesson, I would choose to incorporate this artwork into a history lesson focusing on Impressionism and Claude Monet. I would first like to show my students many photos of Impressionist paintings along with an informative video about what this style of art means. I would highlight the time period when it was created and focus on Monet as a prominent Impressionist painter. My students would learn about Monet’s Japanese garden he created in France and how it relates to his body of art, and would then get to create their own version of “Water Lilies and the Japanese Bridge.” They would be getting to make their own work after learning a new style of painting and a historical artist. As a child in school I did a similar activity and loved it.

Learning about history and arts through this painting and the above outlined activity exemplify what I have learned in this class about connecting art to any type of subject. Hands-on activities combined with visuals, like this painting, are a great way to solidify students’ understandings and get them engaged in learning. “Water Lilies and the Japanese Bridge” perfectly combines education about art, nature and history.

Visual Arts Review: A Jazz Concert

Olivia Tanchel

Untamed Elegance” is a Jazz concert performed at Lincoln Center, and is intended to transport the audience back into the time of the 1920s. This concert was composed and arranged by Victor Goines and performed on October 28th, 2016. The concert is performed by members of the Lincoln Center Orchestra and features famed American trumpeter Wynton Marsalis. This genre of music, Jazz, defined the era of the “Roaring 20’s” in the United States. The term “Jazz” has come to mean lively or energetic, and is the perfect way to describe this society that emerged from the tragedy of World War I. This was a period where many people relocated to pursue economic opportunity. The fast-paced and lively nature of this concert emphasizes the attitudes of the time which was also one not only of growing prosperity, but one of growing personal freedom and great social change.

This concert exemplifies using the visual arts as a method of teaching. The piece is performed by an orchestra of sixteen people. The instrumental breakdown of the performers is indicative of instruments traditionally associated with Jazz: five saxophones, three trombones, four trumpets, one piano, one bass, and one set of drums. The concert features five songs, each played separately, with commentary in between. The melody and the rhythm produced by the instruments informs the audience of the music’s message and compliments the spoken commentary. An important take-away for students is that the saxophone is the central instrument in the jazz genre; a variety of saxophones dominate the brass section of the band. In addition, lavish parties are often associated with the era of the 1920’s—one can imagine this music having been played at one of the famous parties exemplified in the preeminent novel about the era, The Great Gatsby. “Untamed Elegance'' was also specifically inspired by the musical sounds and styles of a cultural phenomenon central to this era in the United States: Prohibition. The music takes the listener back to this time period of a fast-paced, amped-up environment where life was lived on the edge of danger.

The timbres of the horn instruments, as well as the bass, piano and drums, can all be heard. The texture of the performance includes both individual and group sequences by each of the musicians. There are both solos and synchronized parts throughout each movement of the concert. The rhythm has a swing feel. In addition to the historical impressions a student can take away from this concert, the importance of music itself is another important theme. Music is used as a means of both individual expression and of communication between the composer, the performers, and their audience. It is important for students to understand the importance of the influence of music throughout human history; music both expresses and reflects the sentiment of an era. Understanding and using this tool will provide an added dimension to their understanding of Jazz within the context of the 1920’s.

I believe a concert exemplifies a unique way to teach students about music and can be used as a tool to teach about history. It can simultaneously be used to inform them how different genres of music are associated with specific eras, and how cultural phenomena can help one identify the sentiment of the time. Additionally, it can be used as an opening with students in other areas of study such as reading. For example, watching a Jazz concert before starting to read The Great Gatsby could provide a “hook” to engage students, allowing them to immerse themselves in the feel of the era. The concert could be revisited after a history or English lesson to add new depths of appreciation for the music within the context of its time.

Throughout TAL 324, I have learned about the importance of making each student feel special and creating a classroom environment in which each student feels appreciated. This concert offers an important visual to students who learn from observation. Those who learn from hearing will absorb and retain the upbeat and exciting nature of the concert. Music is a subject which is integrated into students' lives from elementary school through high school. Each student can interpret something unique from this concert. Personally, listening to this performance I imagine myself in a black below-knee length, drop-waist dress accessorized with a big white pearl necklace, with a glass of champagne in hand at one of Jay Gatsby’s famous parties.

Film- “King Richard”

Nicole Flores

Movies are something that I have always enjoyed. I remember watching movies over and over as a kid and having a different movie to obsess over every month. The beauty about movies is not only are they entertaining but there is a lot to learn from them. Hidden within the comedic lines and amazing cinematography there are moving messages that can inspire someone forever.

Recently I watched a movie called,“King Richard”, a 2021 American Biographical drama film. The movie is about the father of world renowned tennis players, Serena and Venus Williams. Armed with a clear vision and extensive plan, Richard Williams is determined to write his two daughters into history. From training on tennis courts in Compton, California, Richard shaped the girls into strong, loving, and resilient young women. Together the family breaks the mold of the typical tennis player and opens doors to a new path in the professional tennis world.

I chose this piece of art because I loved the message that the movie portrayed. The movie showed the importance of planning, education, family, dreaming, and persistence. I loved the way it depicted a real life story that some people can relate too, even if one couldn’t relate to it the movie inspires others to never give up on themselves and to continue pursuing their dreams no matter how much of a reach they seem to be. One of my favorite quotes in the movie is "Remember who you are. Remember where you came from. Stand tall and be proud in that.” A common theme throughout the film is confidence, something I think most tend to lack. To be confident in your true self and embrace your background allows one to not be afraid to take risks and feel secure in the decisions one makes throughout their life.

I think movies can play an integral part of our education system. Nowadays our system teaches children that there is a certain way for things to be done and if you can’t do it in this way then you will never succeed. Though different cinematic arts we see stories of the underdog prevailing in situations where no one believed in them. By watching films like these we can teach kids the importance of being true to themselves and believing in who they are, not who the education system wants them to be.

All Too Well: The Short Film

Creative Solutions

Paulina Pages

"All too well: The Short Film," created and directed by Taylor Swift, has made history throughout the past few weeks. "All too well" is a song by Taylor Swift that was originally released in 2012 as part of Taylor swift's fourth studio album, Red. Due to the fact that Swift wanted to buy her music and the record label would not sell it to her, she has had no choice but to re-record all of her songs from her past albums and re-release them. Her most recent re-release was this past month in 2021, where she re-released Red, but this time titled Red (Taylor's Version). She was able to do this because she owned the composition rights to all of her songs since she was the one who wrote her music.

In Red (Taylor's Version), she included a few unreleased songs, including an expanded version of All Too Well that is now ten minutes long and for which she created a short film. Besides the meaning of the song's lyrics in which Swift narrates the happiest memories of a failed relationship, this move by the singer is historic and is a clear example of a woman taking back ownership of what is rightfully hers. This piece can be used in a lesson about powerful women and people, in general, standing up for what they believe in. It is also a clear example of someone thinking outside the box and creatively creating solutions. I chose this piece because it is representative of creativity and empowerment, two values that are essential to the success of our students.

There are many different rules and sets of standards within the music industry that everyone abides by because it is the norm. These standards that everyone abides by are similar to that of the traditional classroom setting which is why it is essential to explore different art forms and implement experiential learning in the classroom. For example, including a ten-minute song and creating a short film is not the norm, and most record labels would not let anyone do that because they do not believe it sells well. There is an interview of Taylor Swift in 2012 revealing that this 10-minute song was written, but she had to shorten it for it to be included in the album. Swift proved those who doubted the success of including the 10-minute version of "All Too Well" in her album wrong in one day when she rereleased Red, and this song and the short film accompanying it topped the charts.

Her decision to make a 10-minute film about the song was very interesting and included a lot of symbolism. This short film can be used in an English lesson by either having students explore and analyze what is meant by the missing scarf in the short film or by having them explore how influential this film is in the context of Taylor Swift's career and what it means for young artists to come. This film represents artistic freedom, and it is essential for students to be aware of it and empowered by Swift's choice to take this risk. It is essential for teachers to break away from the traditional classroom norms the way that Taylor Swift has done in the music industry.

This piece can also be used in a history lesson for high schoolers about women in history who have stood up for themselves and a way to open the eyes of young students to the world of film. Taylor swift represents someone who had never done anything like producing and directing a film before, yet it was highly successful and currently has almost 50 million views on YouTube. It would also be interesting to use this film in an English lesson as an example for students to create their own short films based on something they are passionate about and want to defend. Although the main idea of the particular film is about love and romance, it represents so much more because it is the means by which Taylor Swift was able to fight for and regain her artistic freedom and ownership of what is rightfully hers.

In TAL 324, one of the most important lessons we learned was how to keep students engaged by using art as a tool. I believe that "All Too Well: The Short Film" by Taylor Swift is an incredible example of a way to meet this goal. This piece can serve as a great introduction to the world of film, which may be a nontraditional career that students may want to pursue while also emphasizing the importance of standing up for yourself and using creativity to solve problems. This film will enhance any English or history lesson by teaching students valuable lessons while also keeping them engaged.

La Bayadere: Death of Nikiya

Ana de Gannes

La Bayadere is a renowned classical ballet choreographed by Marius Petipa and composed by Ludwig Minkus. “Bayadere” is a French word for an Indian temple dancer. La Bayadere is set in historic Hindu India and tells the story of a temple dancer who is loved by both a noble warrior and the High Brahmin, the former whom she cannot have and the latter whom she does not love in return. It is a dramatic story of doomed lovers, jealousy, and vengeance. This adaption by the Bolshoi Ballet is 2013 featured choreographic adaptions by Yuri Grigorovich and presents Svetlana Zakharova as Nikiya, the temple dancer. This dance explores the emotions of accepting one’s fate and losing love. It captures Nikiya’s final moments in the face of death which are characterized by pure strength. It is a poetic piece that emits grace and beauty through the art of dance.

In the scene of Nikiya’s death, the warrior has been betrothed to Gamzatti, the daughter of the Rajah Dugmanta. Nikiya has been commanded to dance at the betrothal celebration, unaware that it is the warrior who will wed Gamzatti. Nikiya is given a basket of flowers by Gamzatti, which she believes is from the warrior. Hidden in the basket is a snake which bites Nikiya’s neck and poisons her. She is offered an antidote but refuses it and chooses death over a life without the warrior. The variation portrays themes of fate, eternal love, and tragedy.

I have danced at a classical ballet school in Trinidad since the age of three and have danced in an all-female ballet company up until my freshman year of college. I have studied several famous ballets. La Bayadere has by far stood out as the most emotionally engaging. Like many ballets, Bayadere uses universal themes and experiences in its storytelling. This scene draws the audience in with the timeless story of love and betrayal. However, the universality of these themes is further magnified through the setting: an exotic and alluring world in a time of colonial politics.

Svetlana’s rendition of this dance depicts true embodiment of the character and her emotions. Through the choreography, she masters the use of romantic movement to express Nikiya’s grief. Nikiya and the warrior previously swore eternal fidelity to each other, and upon being chosen to marry Gamzatti, the warrior forgets his promise to Nikiya. At the moment of the snake attack, Nikiya is faced with the reality that the warrior did not send her the basket of flowers and that he loves Gamzatti. Nikiya grasps that a life without the warrior’s love is a life not worth fighting for. She accepts this fate with strength. The idea of seeing someone you love with another and knowing you cannot have them is painful and can leave you feeling helpless. The heart wrenching realization is one that has been shared throughout time. Such emotions are represented by Nikiya’s literal choice to die over saving herself and moving on.

This variation can be used across a variety of circular subjects. The piece can be shown to students to emphasize the use of movement to express emotion. It can also exemplify story telling through movement. This is a crucial skill in Dance and Theater Arts. The setting, costumes, and backdrop may provide inspiration for creativity when creating optical narratives in both Visual Arts and Creative Writing. The classical music by Ludwig Minkus can be used in the classroom to teach the different genres of music at lower levels, and the techniques of instrumental composition and ensemble at higher levels.

Overall, I believe that there is much to be taught from this piece across a variety of subjects. Personally, this piece has helped me to better connect my emotions with movement and musicality as a dancer. It is a wonderful example of how classical ballet takes universal emotions and crafts a breathtaking and ethereal collection of movements to elevate a story. To me, dance is the most beautiful expression of human emotions and has been used time and time again to connect people with themselves and others.

Squares with Concentric Rings

Grace Tenke

 Wassily Kandinsky’s famous painting, Color Study: Squares with Concentric Rings, 1913 is a piece that holds more meaning than what appears at face value. To many, the piece merely is an expression of color, but those who explore deeper come to find that Kandinsky was experimenting with the color wheel in the form of abstract art. Abstract art focuses on geometric shapes, colors, and lines instead of recognizable objects, such as people or things. Kandinsky was a pioneer in abstract art when he discovered the power of this art form which he believed allowed true artists to express their feelings through lines, shapes, and most importantly color. As an artist, he believed that all colors and forms hold meaning which is why he took the time to create art strategically to best express his emotions. While Kandinsky’s paintings held significance to himself personally, he wanted to ensure that each viewer came to their own conclusions on the meaning of his pieces. The idea that everyone sees art through a different lens excited Kandinsky which helped guide his career as an influential artist who continues to impact generations.

Color Study: Squares with Concentric Rings is an exploration piece that allows both the artist and viewer alike to see the effect of placing specific colors side by side. The purpose of the piece is to determine which colors blend when placed next to one another and which stand out. The goal of the art is to balance varying colors to create a vibrant pattern. The beauty of this piece is in the hands of the artist, as the colors tell a story of emotion without seeing a physical picture. When exploring Kandinsky’s work, you can see the differences in color schemes, shapes, and line thickness. Each square tells a story, one that is only known to the artist. When reviewing the work, warm colors are nestled between colder color schemes. One can gather warmth and excitement from the bright, happy hues, while feeling the darker, sadder emotions through the colder hues beside it. Color Study is not actually a fully-fledged picture which shows that art does not have to be complete to hold significance. Kandinsky was a believer that color was the soul of a piece, not just a visual component.

I chose to review this piece because of its historical value. This piece dates to 1913, and while this has been seen my millions across the world for decades of time, the importance of this work of art still holds true. Learning about how colors integrate with one another and the power in which colors have in evoking emotion is a lesson that’s value has no bounds. Expression comes in many forms including music, dress, speech to name a few. But what struck me with this piece was the idea that blending color requires little to no ability. There are no requirements when putting colors together to tell a story. The freedom of expression in this piece resonated with me, as I remember creating my own rendition of Color Study in elementary school. The lesson prompted students to explore what they see and what the shapes could mean to them. Even without context and an explained meaning, this piece allows people of all ages, especially children to reinforce the understanding and exploration of colors.

Kandinsky’s piece can be incorporated into lessons in several capacities including learning about the history of the color wheel and how color has been used over time in art pieces. Since this piece was created in the early 1900’s, discussion around how color has been a consistent medium of expression for decades can be included. This lesson would include historical context of the artist and the genre of abstract art. The lesson would educate students on how abstract art has the power to tell a story without including distinct images. Color concepts will also be a main topic of this lesson where students will learn about the elements of color including hue, intensity, and value. In addition, the lesson will cover the differences between primary, secondary, complementary, and neutral colors. Discussion on the emotions each color evokes will also be incorporated into the lesson. After the foundational components about learning of the historical context of the artist and genre, students will be asked to create their own Color Study. Once they complete their piece, they will be asked to give their work a title and background for anyone who is viewing it. The English arts component will help students further develop the emotions and colors they shared through their artwork in writing.

Over the course of the semester in TAL 324, the importance of creating an environment that is open to freedom of expression and exploration for students was emphasized. As a class, we explored the proven benefits of incorporating mediums of learning that are accessible to all students, regardless of socioeconomic level, and allow for the incorporation of individualistic preferences. The idea of nurturing creativity rather than draining it from students was reiterated through lessons that encouraged young learners to explore passion projects and learn through art. Kandinsky’s work helps learners uncover foundational lessons while also injecting the idea of individual thinking and creativity. Sometimes students may find it challenging to express their emotions, but an activity like creating one’s own Color Study serves as an outlet of expression and communication. Color incites personal feeling and allows people to have a general understanding of the message depending on the hues that are used. This piece can be used to explain the historical use of color over time, and how color is interpreted in tandem with emotion. Because making art is so accessible due to the lack of rules, students can be uniquely expressive in their own interpretations. The overarching lesson is that color has the power to aid in innovation and the creation of art.

The Holocaust Through the Lens of Art

Isabella Freeborn

“One Spring” was painted by two artists Karl Robert Bodek and Kurt Conrad Löw in 1941. Both of these artists were victims of the Holocaust. They collaborated together on this piece which represents the concentration camps and many other events Jewish people had to encounter. Bodek and Löw were not the only artists during this time period that have depicted what they saw and experienced during the Holocaust. Many artists created paintings to showcase what went on inside the concentration camps and the ghettos. They used art as a form of communication and expression, and it had to be done discreetly as this wasn’t allowed in the camps.

If a Jewish person was caught creating art that showcased the reality of the camps or any testimony against Hitler, they were killed. The art that survived the Holocaust serves as pieces of evidence and people’s point of views on what took place inside the camps. It is not only a documentation of history, but also a collection of intricate works of art. One of the paintings that survived is “One Spring” which is located in Yad Vashem Museum, the World Holocaust Remembrance Center in Jerusalem, Israel.

“One Spring” represents what the concentration camp looked like. There are painted buildings behind barbed wire and there is a butterfly resting on the wire. The butterfly is symbolic and represents freedom which was something that the Jews didn’t have during the Holocaust. It also represents hope and happiness which was never seen in the concentration camps. I have always been interested in learning about the Holocaust and have been to a few museums where I had the opportunity to see different works of art about the Holocaust. I am fascinated by both art and history and think this piece ties in both of these subjects. I think this piece has a lot of meaning and symbolism and many directions can be taken when utilizing this painting throughout lessons.

“One Spring” can be utilized throughout education in various ways. It combines both art with history and can be taught to students throughout a few different classes. One way this can be utilized in the classroom is as an example in a History class to showcase an artist’s point of view during the Holocaust. I think the Holocaust is very under focused in school and this is a unique approach to teaching the subject to students. It not only represents the facts on what happened during the Holocaust, but ties in the emotional aspect in regards to what Jews had to go through during this time.

Art that survived the Holocaust alone can be its own lesson in a History class as there are so many artists that created works of art depicting it. There are also many drawings that survived. I would focus on a few different artists and their work in addition to a general lesson on the Holocaust. Another way this painting can be used in a lesson is in an art class. This can be used as an example of how someone can use art to tell a story and showcase their point of view. It can also help students analyze art and find themes and messages throughout the painting to inspire themselves to create their own work.

One last class that can be taught in is an Art History course. Similarly, to the History class, I would focus on different paintings and artists from the Holocaust and not only just learn about the history and meaning behind it. I would also analyze the visual aspects of the painting. I think this painting lesson can go in various directions such as focusing just on the factual elements in a History class, just focusing on the art, or combining both into one class.

Throughout this semester, I have learned about creating an inclusive learning environment for students and giving them the opportunity to express themselves whenever possible. It is also important to recognize that every student is unique and will grasp material differently from one another. Showcasing this piece of art about the Holocaust gives a great visual representation of what the Holocaust was like and what the Jews went through. Some students might learn better visually and utilizing pictures of the artwork can help to tie in different methods of teaching.

As a Jewish woman, I think it is extremely important to learn about the Holocaust in school and there is a lot of art throughout this time period that can be studied. Art pieces such as “One Spring” can be utilized as a form of nonverbal communication to express ideas, events, and/or feelings. The final lesson is that art has a lot of meaning and can be used as a form of education to teach events that have taken place throughout history.

“Self Portrait” 1889

Gia Kambouras

“Self Portrait” by Vincent Van Gogh was one of his many self-portraits throughout his life and career, as well as one of the most famous. It was completed in 1889, only a few months before his death and the medium was oil on canvas. Van Gogh was an extremely famous Dutch artist who lived from March 30th, 1853 until July 29th 1890, dying at the young age of 37. He and his work were classified as Post-Impressionist. His body of work was vast- in a decade he created about 2,100 pieces of art. Most of these date from the last two years of his life.

Van Gogh’s most famous works are “The Starry Night”, “Self Portrait” 1889, “Sunflowers”, “Cafe Terrace at Night”, and many more. Throughout his life and career he also completed various self-portraits due to his lack of money to pay models. Even though he is now one of the most famous artists in the world, while he was alive he was unsuccessful- considered to be a failure and a madman. In order to understand Van Gogh’s art, and specifically his self-portrait in 1889, which is believed to be his last, we must look at his mental state.

Van Gogh suffered from many psychotic episodes and delusions. Even though his mental state was deteriorating, he also neglected his physical health by not eating properly and drinking heavily. He spent time at various psychiatric hospitals and was diagnosed with depression, but he eventually committed suicide. Van Gogh completed his various self-portraits during introspective periods where he did not want to mix with others. These portraits reflect high self-scrutiny, and often marked important periods of his life.

He also displays his mental and physical condition in each separate portrait through his appearance in them. Examples of this could be an unkept beard, sunken eyes, a weak jaw, lost teeth, full lips, a long face, prominent skull, or other sharp features. His self-portrait done in 1889 was done shortly after his stay in a psychiatric hospital, and it is oil on canvas. One of the first things noticed is the swirling background. These chaotic swirls have been interpreted to portray Van Gogh’s mental state at the time.

Although they may represent his psychotic disorder, they also show a sort of control. His eyes show a pinpointed yet almost weary stare, and his face a stern expression. He even wrote in a letter to his brother after completing the portrait, “You will need to study [the picture] for a time. I hope you will notice that my facial expressions have become much calmer, although my eyes have the same insecure look as before, or so it appears to me.” This indicates Van Gogh analyzed himself, what state he was in, and what he was feeling every time he painted a self-portrait. The soft swirls in the background complement the sharpness of his face in the work. The stark contrast and chaotic energy displayed in the oil painting is an insight into the disorientation Van Gogh was most likely feeling after his stay at the psychiatric hospital.

This piece could be used in a lesson about self-expression through the arts, as well as one about mental health. Van Gogh constantly expressed himself and his mental state through his artwork, which may have been a coping mechanism for what he was going through. Van Gogh’s art and his life story can be used as an example to emphasize the importance of mental health, and teach students about the importance of it. Art forms and creativity can be used as outlets for these issues, as Van Gogh had done. Some of the best artwork is said to have come from true emotions in a person’s life, so students should be encouraged to use their life and experience and channel that through creativity whichever art form they want to.

Through this class we have learned to allow students to get in touch with their creativity, as well as incorporating art into normal lessons to have a better learning experience. “Self Portrait” 1889 by Vincent Van Gogh shows how art can be used as a form of expression, as well as keeping students engaged throughout a lesson that can be a sensitive topic.

The Approaching Story

Emily Tano

The Approaching Storm is an oil painting that was painted by Joaquin Godoy in 2019. The Cuban-born artist has been painting since he was around the age of nine years old and his main genres are the human figure, portraits, and landscapes, as shown in the painting I selected. Although Joaquin Godoy is not a very well-known artist outside the city of Miami, his journey and life are very inspirational to all that know him, especially to me and my family. He, like many members of my family, fled from the communist country of Cuba and attended school in the United States. After he realized that the curriculum at Brevard College and Santa Fe College was unchallenging, he found a career in the Armed Services as a Topographic Engineer. During this part of his life, he realized his true love for art and landscape by the humanitarian aid he provided which he now shows in his artwork. He likes to describe his style of art as classical yet contemporary. In his marvelous painting, The Approaching Storm, he captures the breathtaking landscape of the National Everglades, but that’s not all that is shown in the painting of the storm.

There is only one version of this painting, and it’s currently hanging in my dining room inside my home. Even though it is physically inside my house, this painting really does feel like home. It makes me feel safe and peaceful but a little nostalgic. I grew up in Miami, Florida and I would visit the Everglades every winter with my family. We would pack up the truck with our bicycles and make our way to the National Park. Embarking on the Shark Valley Road, exposed me to my love for nature and wildlife. Whenever I look at this painting, I can hear the sound of the ibis flapping their wings and the feeling of the sun as I peddled quickly past the alligators. Paintings of landscapes are my favorite type of art. It makes you imagine what it would feel like to stand inside the painting and experience the view.

Art is one of the many ways people can express themselves that doesn’t require an explanation because that part is left for the viewers. This painting shows ibis birds, which is the University of Miami’s mascot, leaving the swampy Everglades as a threatening storm is approaching in the distance. Ibises are always the last animal to take shelter before a storm or hurricane arrives and the first to return after the storm has passed. As seen in the painting, the ibises are the only animal left in the frame. Since they are the first to recognize the environmental changes, they warn other animals of the danger that is to come, and they are known for their bravery. The oil painting depicts the calmness before the storm. In the reflection, one can see the blue skies that are still slightly mirrored on the surface of the calm water. The palm trees in the distance have not yet begun to sway as they are still standing upright. In the frame, there are two pathways that the heroic ibis can fly towards. People every day must make decisions between two choices, and they are often left struggling with which pathway to choose. This decision can be life-altering, but it is something that every person will experience in their life. This painting reminds me to stay as fearless and courageous as the ibis birds taking off in hopes to seek shelter.

This painting can be used in a lesson that combines art with science or history. A science lesson could incorporate this artwork into teaching about different ecosystems or hurricanes. For example, the swampy area that is seen in the picture can be used to show how the animals in this habitat survive and evolve. The students would then be asked to draw a landscape of an ecosystem that they have researched and explain how it continues to survive. History could also be taught in a lesson that involves Joaquin’s artwork by learning about the history of the National Everglades Park. The history lesson will allow the students to have a better understanding of the importance of National Parks.

The arts allow an amazing gateway to many different subjects as well as emotions. Students can freely express themselves through whatever kind of art they feel most comfortable doing, whether that be painting, photography, dance, film, music, etc. Throughout the semester, this class taught me that it is okay to explore different ways of teaching and that there’s no one style of teaching that fits every student’s needs. It is important to venture out and make new pathways even if that means making a mistake. Mistakes are what make you a better person because you learn and gain experience from them. Teachers must create a learning space that is safe and open for every type of student to express and create what feels right for them. This painting demonstrates the different paths one can take but, in this artwork, there is no one clear path, any path you want to choose is there for you to explore.

Chronosaurus: A Unique Perspective on Music & Lyricism

Ashley Reed

Chronosaurus, a song by a South Korean boy group named Stray Kids, was released in 2019 as a b-side track on their mini album “Clé 1: MIROH”. Genre wise, the song encompasses both hip-hop and rap elements, making for an intense listening experience. For non-Korean speakers, the full meaning of the song and its complex lyricism is only revealed after reading a translation of the lyrics. Despite this, Chronosaurus has the ability to transcend language to convey meaning, making it a useful learning tool on the importance of incorporating art forms from different countries and cultures in the classroom.

When choosing the piece I wanted to write about, I immediately knew I wanted to pick a song by Stray Kids. Stray Kids is a Korean pop group, (better known by the shorthand version of kpop), which is a genre that can sometimes have a bad reputation. Fans of kpop are often labeled as obsessive and weird, and as a fan of kpop myself, I’ve found that Stray Kids has done the most to break down these negative stereotypes associated with the entire genre. Chronosaurus is only one example of the group’s ability to write meaningful and relatable lyrics, but I chose this song specifically for its relatability for young adults and its complex meaning.

From the first listen, this song conveys a feeling of approaching anxiety. The opening chords sound ominous, and the voices of the members contrast one another, jumping from more raspy sounding rappers to melodic vocalists. The title in itself is a lot to unpack, combining two words: kronosaurus and chronologic (or chronology). The kronosaurus, now extinct, was a dinosaur-like creature, and was named after Kronos, leader of the Titans and father of Zeus in Greek Mythology. Chronology refers to time, meaning that the full song title of Chronosaurus refers to some type of time monster. Diving further into the lyrics, they reveal this interpretation of the title to be true, with lines like “I feel like I’m stuck in a sandglass,” “Why does time run to me so fast?,” and the repetition of “tick tock, tick tock, getting closer,” in the chorus. The song reveals complex themes of anxiety surrounding time, and feeling like they may not be able to achieve everything they want to achieve in the time that they have.

This piece could very easily be incorporated into lessons from other subjects. As mentioned previously, the title of the song itself is enough to teach a history lesson that is mixed with art, such as one on Greek Mythology, or art pieces from Ancient Greece. Students could be asked to draw their own version of what they thought the Greek Gods and Goddesses looked like, and explain how it relates to the song. Additionally, science could be incorporated as well, with lessons on dinosaurs or extinct creatures. Even with language arts, learning about the meaning of different prefixes, such as ‘chrono-’ and its meaning when placed in conjunction with various suffixes could be taught when speaking about this piece and its contribution to the overall significance of the song.

Within the context of TAL 324, one of the biggest overarching lessons that I took away was the importance of making each and every student feel seen and heard in the classroom through art. This song has been impactful in my own life, and I believe it could serve as an outlet of relatability for students who may feel pressured by society to be a certain way, or who are feeling anxiety over a lack of time to decide what they want to pursue in their life. It also strays away from traditional pieces that might be studied in a classroom due to the fact that it's in Korean, rather than in English. Feeling seen and heard in a classroom stems from being shown diverse experiences, whether they be similar to your own or different from your own, and Chronosaurus opens the doors to do just that.

KAWS

Avantae Williams

I chose to write about KAWS, also known as Brian Donnelly. He is an American artist and designer based in New York City. I found interest in KAWS because it is one of the most current and up to date forms of art in this day and age. I think his art is fun and modern. You can find his pieces in homes, stores, Art Basel's exhibits and museums. The art shown in the picture above is “KAWS, Holiday, 2019”. It is a photo of the KAWS sculpture laying under a sunset. I enjoyed this art piece the most because he switched it up with his background and used an Earthly setting.

KAWS is originally known for using acrylic paint on canvas filled with pops of color. Most of his artwork grabs one's attention because of his choices of colors. He incorporates both cool and warm colors and his placement of those colors is what attracts the eye. Brian Donnelly started off doing graffiti in New York City in the early 1990s. In the late 1990s, he was given the opportunity to create vinyl toys, which became a hit especially in Japan. This led his art to reach countries all over the world and become a part of commerce. Donnelly not only sells his artwork for willing buyers, but he returns the favor and invests his money into other artists’ work.

What I love about KAWS is that he participates in pop-culture. He has made art out of famous faces like Spongebob Squarepants and Mickey Mouse. A lot of these pieces he is most known for and they sell for about six times the estimate. I think this artist and his artwork as a whole is a perfect example of perspective. As talked about in the artistic world, Donnelly’s work is not everyone’s preference. Many say his artwork is frivolous, but to others, it is and can be the perfect piece to add to your home for creativity and color.

I think KAWS can be shown in many art classes to be an example to students. They can be taught that one can find one's own artistic niche. One can make one's own artwork revolve around that. In this case, Donnelly chose the KAWS sculpture and the “X” on the eyes in each art piece he has done which makes his work uniquely his own.

The Last Dance

Tyejohn Ward

For my final essay, I choose to write about ‘The Last Dance’. The Last Dance is a 10-part documentary directed by Jason Hehir, music composed by Thomas Caffey, the cinematography done by Thomas McCallum; Vincent Guglielmina; Michael Winik and Peter Winik. The film is about an unvarnished deep dive into one of the most transformative stars and feted dynasties in the history of sports: Michael Jordan and the 1990s Chicago Bulls. I found interest in this documentary because I love sports, especially basketball and I really enjoyed the message this film portrayed in the entirety of the 10 parts. This piece of art is something that a lot of students can learn from and use to become better in all aspects of their respective lives.

I believe that films and documentaries are important in education and can play an integral part in our education system. They can teach students life lessons and emphasize certain things that the generic American education can’t. In school, most students are taught only one way to learn as if that is the right way. In fact there are multiple avenues for students to learn more and take knowledge from different aspects of culture.

In the film, cameras follow Michael Jordan and his team, the Chicago Bulls, through the late 80’s and 90’s and document their success. This is a film about Michael Jordan going from a precocious amateur to larger-than-life symbol and global basketball icon. Through his journey, MJ was faced with tons of loss, adversity, and challenges, but he was able to overcome these things through tons of hours of hard work and dedication to his craft. It was not easy for him, but he had goals and an unrivaled near-psychopathic competitive streak. That propelled him over the top and eventually led him to winning 6 NBA world championships. As a result, he is going down as whom most consider the greatest of all time or for short the G.O.A.T.

I think this message and the lessons of the film are something that all students can take away and learn from. Hard work and dedication are traits that can go a long way in life through education and other avenues. This is something that may not have been taught in the classroom, but through film and different aspects of art you can take valuable life lessons from. This is why I believe films and documentaries can be so beneficial to kids in school. In TAL 324, we emphasized how important it is to keep students engaged and also that there are multiple ways for students to learn. I think this is the perfect example of using a different way to teach students something important and valuable for their lives.

Tiny Desk Concert: Masego

Nate Dumont

Tiny Desk Concert is a video series created by NPR. They feature a variety of musical artists from different genres and different levels of popularity. Pre-pandemic, these videos are recorded behind an actual tiny desk in NPR’s office in Washington D.C. These very intimate performances breakdown the artist’s music to its bare bones and provide a new experience for listeners. This particular video stars an artist known as Masego. His music blends jazz, R&B, and hip-hop. This video was posted on July 24^th, 2019, and features his songs "Tadow", "Nayhoo", "Queen Tings", "Black Love" and "I Do Everything." Masego is a confident, eccentric, and flamboyant artist that is not afraid to express himself. His outfit alone can explain his charisma and charm, which also resonates through his music.

Masego’s Tiny Desk Concert takes us through a variety of his most popular songs. His fusion of genres is unlike any other artist, and he transmits his emotions through his style, aura, and musicality. This Tiny Desk performance is also one of the most mesmerizing, as Masego imprints his uniqueness and identity throughout each of his pieces. The intimate audience is also a key component of the Tiny Desk performance as they help set the vibe that the artist intends to create. What makes this performance memorable is Masego’s ability to blend genres effortlessly and in doing so he creates rhythms and sounds that are considered, in his words, “trap house jazz.” Masego’s confidence plays a large part in creating an atmosphere that is enjoyable to watch. In between songs, Masego can be seen sharing jokes and interacting with the crowd which is a component that keeps the engagement and interest of the viewer online. This Tiny Desk concert highlights how detail oriented he is and the acoustic nature of his music.

NPR Tiny Desk Concerts primarily serve as a platform for up-and-coming artists. These artists are challenged with being their most authentic selves when performing in this setting. Because Tiny Desk concerts are filmed in an office building, the barrier that typically exists between the performer and listener is broken. Masego centers his work around themes of love and women. The song “Black Love” depicts a scene of romance between two black partners and was written with the intention of being as wedding song. Another piece, “I Do Everything”, paints a picture of Masego’s abilities when it comes to playing a range of instruments. Although many would argue that this song echoes a self-centered tone, Masego is highly regarded for his confidence. He understands what fuels him as an artist and uses it to instill confidence in his supporters. One thing that Tiny Desk concerts showcase is how music creates a different sound when performed live, and how platforms like these encourage improvisation.

Masego’s Tiny Desk concert displays the perfect balance between self-expression and individuality and holds tremendous value in inspiring students to believe in themselves and their passions. This piece would complement a lesson on the history of music, where the teacher would guide the class in exploring the different genres that exist. The objective would be to determine that all genres circle back to the same origin. Masego incorporates black genres into his work and directly highlights them in his songs. Students would be asked to identify elements of genres they learned about in Masego’s concert and explain how the artist uses the genre to express himself. Following the history component, students would be taught a lesson on unveiling individuality. First, students would identify what they believe makes Masego unique, and then they will be prompted to determine their own individuality and interests. Next, students would be asked to write a reflection on the pieces of their individuality. Following the completion of the reflections, students will share them aloud with the class. The lesson aims to support that everyone has a unique identity and encourages students to be culturally aware and understanding of differences.

TAL 324 taught the importance of having adaptable lessons and being conscious of the students in the classroom, their needs, and the learning preferences of each person. This class also revealed that lack of resources does not have to be a barrier to student success. One of the reasons that I chose to review Masego’s Tiny Desk concert is related to access. This video is accessible to anyone who has access to the internet, which helps bridge the gap and learning experience of students of different socioeconomic backgrounds. Videos are an excellent medium to use in the classroom as it helps support engagement. Music specifically is an expressive art form that can help all learners connect to what is being taught. As echoed in class throughout the semester, making learning fun and memorable is the best way to teach effectively and impactfully. Overall, Masego shares the importance of learning about personal interests and how to use them to influence the rest of your life, which is a foundational lesson for exposure.

Dear Evan Hansen

Casey Goodman

Musical Theatre performances have always been a prominent part of my life. In high school, I performed in the school musicals from 9th-12th grade and it was always my favorite part of the school year. Some of the shows I participated in were Into The Woods, Kiss Me Kate, and The Addams Family. All of these shows were amazing and I loved being a part of them, however my emotional connection to the shows was not strong. There is one musical in particular that has had a major impact on my life ever since I saw it. This musical is Dear Evan Hansen.

I went to see Dear Evan Hansen back in the summer of 2016, when the musical first became live. The premise of the show and the message it brings across is so important. Raising awareness about social anxiety disorder and the effect it has on people is overlooked. This musical has saved so many lives by making people who struggle with anxiety not feel alone. The message and idea of the show is incredible, as well as the music that came along with it. All the pieces in the show were well written and executed effortlessly. “You Will Be Found” sung by Ben Platt was the most touching and meaningful. His performance of the song was brilliant and the way he connected to the piece on such a deep level. “You Will Be Found” embodies so many musical features and unique qualities.

The actual acting performance of “You Will Be Found” is what has had such an impact on me. Not only was the musical composition so inspiring, but the way Ben Platt connected to the piece makes it so special. My favorite part about the performance was the way he conveyed such an important message while also sustaining a musical masterpiece. It is so hard to perform a song while focusing on singing and acting at the same time. Mental health is a rising issue in our society and needs more awareness. Dear Evan Hansen was one of the first mental health awareness musicals that has literally saved so many lives. The way music can truly influence a person's emotions and mental state is so powerful. The song itself contains so many unique qualities that makes it so desirable to listen to.

If someone at first glances saw me, they would probably assume I don't struggle with anxiety. Although my social anxiety is not as severe as others, it is something I deal with every day. When I am put in a room with a large group of people or attend an event, I feel anxious and uneasy before going. I am someone who does a good job at hiding these feelings when I'm put in a social setting. However, a lot of people can’t do this and have panic attacks or take medication. I truly believe that Dear Evan Hansen has helped my anxiety and had made me feel like these feelings are normal and okay. This is such an important message that people, especially young adults who struggle with anxiety need to understand. Almost everyone has anxiety and no one should feel ashamed for that.

TAL 324 has taught me so much about the importance of individuality and self-love. Every Monday and Wednesday morning I would up for this class, excited to learn something new. TAL 324 gave me a sense of comfort, relief and enjoyment, which is unlike many other classes at UM. A major lesson I have learned is that each student is different and learns in a different way. I thought this piece corresponded with that lesson because every student also deals with anxiety in different ways. When I am an elementary school teacher, I will start every class day with my students writing down on a piece of paper one word to describe their mood for that day. In doing so, I will be able to know if my students are feeling sad, happy, tired and many more. I can use these words to evaluate each student and do something about it. I know a lot of people struggle with opening up, so this form of expressing themselves is secretive and confidential. I want my students to feel comfortable to open up to me and allow me to help them in any way I can.

Bored Ape Yacht Club NFTs

Jake Barrett

The Bored Ape Yacht Club NFTs are a collection of 10,000 NFTs that act as both an avatar and a ticket to an online social club. NFT stands for non-fungible token and is a special kind of cryptoasset in which each token is unique and worth different amounts. Cryptocurrency like bitcoin however, are fungible assets meaning they are all worth exactly the same amount. The 6 pieces of art pictured above are a few examples of the NFTs belonging to the Bored Ape Yacht Club (BAYC). The BAYC was launched in April of 2021 and is now one of the most popular NFTs out there. I am interested in this topic because I have been seeing pictures of different types of avatars online and was curious about what they were. After some research, I believe these pieces of art hold lots of value and may be the future of ownership for many things.

I chose to write about the Bored Ape Yacht Club NFT over other NFTs because quite simply they look interesting to me, and many celebrities own them. A few examples of celebrities that own them are, Jimmy Fallon, DJ Khaled, Steph Curry, and Post Malone. This shows that NFTs or at least the BAYC can appeal to all types of audiences. A wide array of singers, professional athletes, and other famous performers own these Bored Apes and choose to show them off on their social media profiles.

Generally speaking, in the NFT universe there are two types of NFTs, Single art pieces that are sold as NFTs similar to paintings in real life, and NFT collections or “projects,” like the BAYC. These collections take a template and produce hundreds to thousands of variations each ranked in terms of rarity. Specifically talking about the BAYC, there are 10,000 different variations of apes with differing rarities based on the background of the piece, the clothes the ape is wearing, the eyes of the ape, the fur color, the hat, and the mouth. For example, the ape in the far upper left corner of the apes shown above has lasers shooting out of its eyes. Only 69 out of the 10,000 apes produced have lasers shooting out of their eyes making this ape rarer than most, increasing its value to be sold. With most pieces of art, the value is in the eye of the beholder.

The same can be said for these NFTs. It may seem hard to believe, but pictures of monkeys with lasers shooting out of their eyes or with gold fur etc. are being sold for hundreds of thousands of dollars. With that being said, it is not just a picture of a monkey being sold. It is the benefits that come along with it that are so sought after. These benefits include meet ups with people who own one of these NFTs and if it is a popular one such as the BAYC, these meetups are with hundreds of famous celebrities. Therefore, the more celebrities that own an NFT, the more popular it becomes. As an NFT becomes more popular, each unit becomes more expensive because only a certain amount is sold when launched.

This type of art can be used in a lesson that combines art with business and other financial subjects as each one of these pieces has an individual value that can increase or decrease similar to shares owned in a company. I think a class that teaches how to predict the trends of increasing or decreasing value of these art pieces would be a good way to integrate art with business and other things. A good way to do this would be for the class to all buy their own individual NFTs and study the trends of it throughout the course of the semester, seeing what world events increase or decrease the value.

Within the context of TAL 324 these art pieces show individuality and can be representations of students in an online classroom setting. Throughout the class this semester we learned about how to cater to each students’ individual needs in the classroom, as well as how to incorporate art in creative ways. I think the Bored Ape Yacht Club NFT incorporates art into the business world of buying and selling in a way that hasn’t been seen before and I am excited to see where it goes from here.

“The Diary of a CEO”

Kylie Accardi

I love to listen. I have always been an auditory learner, as well as visual, but I particularly absorb information well from listening to other people explain things. In school I have always learned the best by sitting and just listening to teachers lecture or listening to answers they gave to other students with questions. As I have gotten older and become more passionate about continuously learning and growing, I started to really appreciate podcasts and listening to people speak about a variety of topics, including many things I had never learned in school like the importance of mental health and redefining success. My favorite podcast at the moment is called “The Diary of a CEO” by Steven Bartlett.

The podcast is filmed in video format and posted on Youtube for people who like to watch, and also recorded as just audio for people to listen to on the podcast app. I listen to this podcast every week when a new episode comes out and am never disappointed with the quality of discussion and insight given. The host, Steven Bartlett, interviews different guests who have achieved “success” in their industry. The variety of guests is so diverse in terms of industry as well as individual story. Athletes, other entrepreneurs, authors, doctors, influencers, comedians, and psychologists have all been guests on the podcast as well as many other industries.

Sharing this podcast with students would have an extremely positive impact on them. I think the conversations are thought provoking, respectful, honest, meaningful, as well as relatable. The fact that they are completely free to listen to on the internet means it is an extremely accessible form of education so all students can have access. This relates a lot to what we talked about in class when we made sculptures with things we found around the classroom because the materials were accessible to everyone. One place I think excerpts from this podcast could be used in classrooms to supplement business courses.

Barlett always talks about the importance of redefining success in your own individual way and how that applies to business being in harmony with your personal life. I think it is important to pay attention to“success” in your personal life as well as in your career and keep a balance of both. Work life balance is something I have learned a lot about in my business classes. Thus, I think this podcast captures a lot of those ideas and also goes a lot deeper into that subject.

I consider this podcast a form of art for many reasons. First of all, a lot of effort goes into preparation and production in order to produce these podcasts the same way these things go into producing a movie or music video. I also think being able to listen to such intelligent people speak and have a conversation with each other is a form of art because they are so good at it and leave so much value and insight for other people to listen to and absorb. I would recommend this podcast to absolutely anyone probably beginning at the age of high school and up. I think being a student goes way beyond traditional classroom settings and it is important to be a lifelong learner even after graduating and this podcast can give that to people.

Piet Mondrian - Broadway Boogie Woogie. 1942-43. Oil on canvas.

Abstract Geometric Shapes in Education

Brianna Dyon

Broadway Boogie Woogie is one of Piet Mondrian's final pieces, a highly influential piece of abstract geometry that uses deceptively simple blocks of color to evoke the shimmering neon streets of Manhattan, where Mondrian spent the last years of his life. This piece would be an easy way to assist students in learning several topics in a classroom. The style of this painting is De Stijl, Dutch for "The Style", also known as Neoplasticism, was a Dutch art movement founded in 1917 in Leiden. De Stijl consisted of artists and architects.

This painting I chose to write my final paper on was an art piece I remember and think back to from my early childhood. My father is an architect and was a fan of Piet Mondrian’s work, and I often was in awe of the replica paintings I saw in my household and how much these pieces reminded me of my fathers blueprint’s he drew and planned for work when he designed buildings. That is why this piece was chosen over any other.

In Broadway Boogie Woogie, Mondrian represents the restless motion of the city. Move the button underneath the painting from right to left to remove the hue (color), without altering the luminance (brightness). Bouncing against each other, these tiny, blinking blocks of color create a vital and pulsing rhythm, an optical vibration that jumps from intersection to intersection like traffic on the streets of New York. At the same time, the picture is carefully calibrated, its colors interspersed with gray and white blocks.

This piece can be used to learn about geometric sizes and shapes and how cubist styles can be taught looking at the square and rectangular shapes in the painting. This piece shows how objects must be simplified down to their basic elements to reveal their energy and balance. Though he began his artistic career as a traditional landscape painter, his artistic work evolved and progressed until they were purely abstract versions of modern reality. The bright colors of blue, red, and yellow, can also help students understand and remember the primary colors on the color wheel.

Placebo

Ambi Pu

The artwork I have chosen is from Felix Gonzalez Torres' 1991 work, Untitled (placebo). The material of this work is candy wrapped individually in silver or blue sugar paper and is

in unlimited supply. Yes, it is a pile of sweets, a pile of unexceptional industrially produced sweets that are everywhere, laid out on the floor in any shape.

The photograph shows the same work in different exhibitions. Because the artist himself does not place any emphasis on the way the sweets are arranged, the staff are free to place the sweets as they see fit from exhibition to exhibition. But on top of this, and to challenge all common sense, the work allows everyone to touch it, take it away and even put it in their mouths! As you would expect from visiting a museum, all the exhibits are very precious and fragile and cannot be touched by hand or even photographed with a flash on. But the sweets are either piled up against the wall or in a neat "candy carpet" for people to take and enjoy. Each visitor has the right to decide how he or she behaves: you can carefully take a candy and hide it in the best-kept secret corner of your fridge like a work of art, or you can just grab a handful and share it with your friends and throw two in your mouth!

Sweets are available for everyone to take as much as they like and are always replenished by the staff Gonzalez Torres himself once said: "How can we still discuss private events when history has come so far? Especially when we have television and telephones in our homes, when our bodies and health have been legislated by the state?" He also says: "My work needs the participation of the public, without an audience my work is nothing. ......" Works that invite the participation of the public provoke thinking about the relationship between people; they invite everyone to participate and interact with the artwork, thus giving rise to the 'relational aesthetics' branch of contemporary art theory.

In 1991, Gonzalez Torres’ same-sex partner died of AIDS and in his grief he created this work, the earliest version of which weighed the same as his deceased partner, the sweets being the cells that make up the human body. The candy is like the cells that make up the human body, and the little bits of candy that are consumed seem to map the failure of the immune system and suggest the gradual loss of life. But the candy is replenished and the cells of the body are reborn.

Theoretically, this work cannot be destroyed, just as his idea of a partner taken by AIDS and his own struggle with AIDS: it will never disappear. And why is this work full of meaning in the context of education? As I mentioned the aesthetics of the relationship and the resistance to the disease that this work refers to, can bring students to think and hope about life and living. When a work of art can be taken away and enjoyed by visitors at will, fully engaged, it also shows that in today's world we are becoming more and more one, and that there should be no barriers between countries or institutions or between people.

We need to involve others in the process of our growth, to be open to all kinds of people and to allow others to give us the strength we need to grow. Such thinking will help children who are afraid to socialize with others, or who reject school, teachers or even their parents, to understand that connecting with others is a beautiful and necessary thing in our lives. On another level, Gonzalez Torres uses it to represent the rebirth of oneself against illness. Children should understand that illness can take away one's life, but at any moment, we should live strongly, like a constant supply of sweets. When a person has strong faith and courage to fight against pain, he/she is immortal.

Starry Night: Vincent Van Gogh

Kaylee Henderson

The art piece Starry Night painted by Vincent Van Gogh in 1889 is one of my favorites and one that I have always enjoyed learning about. The meaning behind this painting is one that goes much deeper than one would expect. Van Gogh was one of the most valued and important figures in Western art history, completing over 2,000 paintings. He was an impressionist and over 800 of his paintings were oil paintings, including this particular work of art. His art was a direct representation of his personal life, the good and the bad. Van Gogh was able to pour all of his feelings and emotions into each piece, giving it a personalized and deeper meaning to both him and his audience. While many people may come to the conclusion that this painting is something as simple as a beautiful night sky with immense detail, Van Gogh produced this when he was going through one of the worst moments of his life.

I chose this specific piece compared to others because of the feeling it gives me when looking at it, and the connection that arises. He assigned a strong emotional language to both nature and the night sky, separating it from their actual appearances. Personally, when I view this painting I split it into three different parts: the sky, the hills and trees, and the village. The sky is definitely the most dreamlike part of the painting, seeming unreal and beyond something I would ever be able to comprehend in real life. The hills and trees bring the painting together, with the soft swirls blending each and every detail. Lastly, the straight lines and angles of the village divide it from the rest of the painting, separating it from the expressive heavenly sky. The entire piece grabs my attention, bringing out immense emotion from within me. There is a sense of freedom, something that can only be seen in the most meaningful and passionate of paintings.

When painting this piece, Van Gogh was in the Saint-Paul-de-Mausole asylum in Saint-Rémy, located in southern France. He spent an entire year of his life there, recovering from his severe mental illnesses. Many say that it seemed as though his mental health was recovering, until he had a relapse, taking him back to the beginning. Van Gogh suffered from hallucination and suicidal thoughts, leading him into a deep depression that produced a shift in his work. Although this painting takes place at night, it was painted during multiple sessions in the daylight. One thing that is so special about this piece is that it was produced completely from his imagination, which is not common for him. None of the scenery in the painting matches the area surrounding the asylum he was in, or the view he had from his window. I believe the meaning behind this piece is Van Gogh contrasting life and death with luminous stars and a gloomy, peaceful village. He has an evident difference of styles within this one painting, playing on dreams versus reality and the natural versus the unnatural.

Art can be incorporated into any subject, if done properly. With this specific piece, I think it could be used in a lesson within the subject of history. Whether it is the history of art in southern France, specifically Vincent Van Gogh, or even the history during the time it was painted, it could be a very beneficial and interesting lesson in the classroom. Since this painting was done in the year 1889, it could be used to teach about major events in history that occurred during this year. Specifically, the day the Eiffel Tower opened in Paris, France. The lesson I would teach to students would incorporate all three of the above ways in an attempt at conveying the painting and meaning.

I would begin with educating my students on the history of the Eiffel Tower, which in turn would lead to me teaching them about France. By leading into the topic of France, I could speak on the art history in France, Vincent Van Gogh, and this specific painting that was done in southern France. There would be a discussion involving the comparison between art history in America and France, giving students the opportunity to dive deeper into the differences. Once they understand the basic concept of the lesson and painting, I will give them the activity of researching any valued and noble artist in either France or America. Each student will have the freedom to explore, while having the background knowledge from the lesson to lead their search.

Throughout my time in TAL 324, I was given the chance to learn about how the arts can impact a student in positive ways. This course emphasized the importance of focusing a lesson on the specific students in the classroom, and the different ways they learn. By using different forms of art in lessons, it gives students the chance to learn in a visual and auditory way. However, teachers need to make sure they build on that with discussions and hands-on activities. When doing this, they are able to adhere to each and every student in their classroom, keeping them engaged, and making them feel appreciated.

Barbara Jones-Hogu Unite (1971)

Black Arts Movement: Unite

Jahfari Harvey

The Black Arts Movement, fulfilled their passion for art by one empowering photograph/painting at a time. This group was one of the most influential creative art groups of the 20^th century. Lee (2016) explains how the Black Arts Movement is apart of a greater group by the name of Black Power , which consist of Black artists, poets , writers, musicians and activists with the greater purpose of wanting to define the identity of Black people in America and resurge Black aesthetics. The yearn to resurface the identity of African Americans through art and activism comes from the history of slavery and limited rights. Furthermore, before the start of both the Black Power Movement and the Black Arts Movement in the 17^th century, enslaved Africans were robbed of their freedom to practice and live by their own culture, traditions and heritage, by American slave holders.

The reason for this was due to secure their own authoritative positions and to maintain power. The majority of the time this tactic was used to keep the authority over enslaved Africans and suppress their identity. Although these tactics were implemented, Africans did not forget about their traditions and culture. It only allowed them to grown fond of storytelling in order pass down their knowledge and keep their traditions alive.

As expressed by Lee (2016), the Black Art Movement strived to not only be a creative art group, but a movement that embraced the ideology of the art stemmed from the 1920’s Harlem Renaissance. The Harlem Renaissance was a period in which Black literature was officially being published, and jazz, blues and swing were introduced to the American pop culture. Although we, African Americans, are still living with limited rights, the evolution of the Black Renaissance was inevitable and ran to the 1960s which created a rise in the Black arts movement. This point brings me to why I decided to use this art-piece, Unite by Barbara Jones-Hogu (1971), instead of any other one. Growing up in an African American home, truly believe that traditions, knowledge and culture should be carried on to all generations. Whether it be certain recipes that I learned from my parents and grandmothers or certain dances that are done at family events, the culture and traditions that were passed down to me always feel like something I can run to when I feel lost in a world with varying views.

Additionally, with the background history of this movement and this painting, I feel like this piece could also be taught in a lesson on social inequalities. Unite was used by activists poets and African American human rights leaders during the Civil Rights Movement. This is an example of how art can teach history especially during certain specific eras of time. It is a good learning experience when art pieces such as this one is used in a learning environment to educate students on how art can tell real world stories and represent social organizations and movements.

To sum things up, Unite along side the history behind it, allowed me to acquire knowledge and now the opportunity to be able to comfortably speak about part of my culture and history to others. The Black Art Movement has sparked a new interest for me in art and culture. It has allowed me to feel comfortable reading and writing about the history of Black traditions and heritage. It reminds me of the traditions I learned as an adolescent.

References

Lee, Patina (2016). "The history of the Black Arts Movement." Retrieved December 17, 2021, from https://www.widewalls.ch/magazine/black-arts-movement-art

Echo and Narcissus

Nicole Colantuono

John William Waterhouse’s oil painting Echo and Narcissus was created in 1903. It tells the tale of two famous figures, Echo and Narcissus, in Greek and Roman mythology. The story comes from Ovid’s Metamorphoses which is a collection of Greco-Roman myths. Waterhouse was born on the 6th of April, 1849 in Rome, Italy. He became a famous English painter known for his depictions of women in both ancient Greek mythology and Aruthian legend. After recently taking an interest in Greek mythology, I have become fond of this one particular myth because it is interesting to see how the story develops.

The myth of Echo and Narcissus is a unique one. Narcissus is a 15-year-old boy who is extremely handsome and appealing to both sexes, but shows no interest in anyone. Echo is a wood Nymph who was punished by Hera, the goddess of marriage, and can no longer use her voice for original thoughts, but only repeated words of others. One day, Narcissus wanders into the woods and sees his reflection in a pond. Not knowing what a reflection is, he assumes it is another person and he instantly falls in love with his own reflection. Echo sees Narcissus and immediately falls in love with him. Narcissus is completely repulsed by her and only wants to stare at the reflection in the water. Echo eventually runs off completely humiliated and refuses to eat or drink. As time goes on, she wastes away into nothing but a voice. Narcissus refused to leave the reflection and eventually starved to death.

I chose this piece of artwork because I enjoy the message it sends. I felt this specific painting best represents the whole story because it shows both characters and highlights the struggle of this situation well. Waterhouse does an amazing job of representing Narcissus’ self-absorption. Narcissus is sprawled out on the floor, hunched over the rocks infatuated with himself. He is completely uncaring of his surroundings and of the beautiful Echo who is desperate for his attention. Echo is clearly distraught and frustrated by this unrequited love she is dealing with. This painting and story teaches that you should beware of being overly self-centered. The word “narcissist,” that we use today originates from this story.

This piece can be used in a lesson to teach many different things. This painting can be used to teach the story of Echo and Narcissus in Greek mythology. Using art to teach about Greek mythology is very beneficial because it shows how these people and Gods were depicted. Art when learning about these myths serves a great purpose because it helps make sense of what is happening. After learning the story behind the painting, there can be a lesson taught about the importance of not being vain.

A big aspect of TAL 324 that I have learned is that art can be used to reinforce anything that is being taught. Art is a good aid for visual learners and provides a new perspective for information being presented. Although this painting has a story behind it, students can still try to make their own interpretations of what is happening. That can promote creative brainstorming. Using artwork adheres to the needs of visual learners, allowing them to better grasp the concepts being taught.

Nobody Likes Me

Eden Avolio

Street artist, who goes by the alias iHeart, painted this piece titled “Nobody Likes Me” in Stanley Park which is located in Vancouver, Canada. iHeart painted this graffiti mural in 2014 and in that year “Nobody Likes Me” was named the second most popular street art piece in the world. The image of a very young boy holding a smartphone while hysterically crying over the fact he has zero followers, comments, and likes on a social platform is a commentary piece on social media.

iHeart is well known for his bold social commentary pieces and has many other pieces demonstrating the negative effects of social media on young children. In interviews iHeart has commented on the idea that social media has connected people all across the world but has disconnected people in real life. I chose “Nobody Likes Me” because street art is my favorite art genre and I love this piece because it is so simple yet has a meaning that everyone needs to acknowledge.

Street art is my favorite art genre because it adds character and meaning to sites that we may already pass every day. Art means so much more to me when experienced during everyday life versus when going to an exhibit. I also enjoy the vibrant colors and relaxed style of street art. Street art exists in a wide variety of forms with a wide variety of purposes, but I chose “Nobody Likes Me” because of its commentary on the damage caused by social media.

There are many other commentary or critique street art works, but I chose this one because of the simplicity of the art, the clarity of the meaning, and the story behind it. In order for iHeart to get his message across, the art has to be simple. This piece is extremely simple yet evokes deeper thought and emotion in viewers and can lead to in depth conversations as well as personal reflection. I also chose this piece because of the ironic story about it.

Images of the piece actually went viral on social media after the largest street artist, Banksy, promoted it on his Facebook page. There is much irony to a piece that critiques social media becoming viral on platforms like Facebook, Twitter, and Instagram. Due to the fact he gained attention and popularity from social media, iHeart felt like the project was a failure and backfired. I disagree with this and believe that the irony in this is interesting and makes the meaning of the art even more complex. I also believe that his work is reaching the exact audience it is intended for as it is being seen by people on social media.

The overall meaning of “Nobody Likes Me” is blaringly obvious, which is necessary for commentary street art. Unlike when exploring an art exhibit, people do not usually stop and analyze street art. When the purpose of street art is to share a message, I believe it is best for the meaning to be clear. This piece is a dramatic example of the harm social media causes, especially to the youth. Most people have probably never had a crying fit due to how many followers or likes they have, yet we have all experienced the harms of social media.

Although at an extreme, the street art piece demonstrates social platforms causing people to feel bad and become upset, which most teens and youth on these apps have likely experienced. Our generation has become so obsessed with social media that it has become hard to even realize how much it affects us. iHeart’s piece may seem unrealistic and dramatic at first, but that is the point. He is demonstrating that it is all ridiculous. Yes, it would be crazy to cry hysterically over how many likes we receive, but it is also crazy to compare ourselves to the unrealistic standards that social media shows and value ourselves based on how many likes we get on a post.

The name of the piece (“Nobody Likes Me”) in itself shows how damaging social media is. People obsessing over the fact that they don’t have as many followers as their friends or as many likes as they hoped for to the point that they believe nobody likes them is extremely damaging but is a realistic danger of social media. To further the initial reaction that the art does not depict a real-life scenario, iHeart chose to make the person in the piece a very young boy. Some viewers might think a child of this age would not even have a phone or social media accounts; however as social media is taking control of our society; we are seeing users join these apps at extremely young ages. This is commentary in itself as he is demonstrating how shocking it is that such young kids are exposed to social media and do not know the extent of the harm they cause.

“Nobody Like Me” is a powerful art piece that can be used in many other subjects and lessons. The most useful subject for this piece is history. Firstly, this is a good example to be used in art history. Graffiti and street art used to be frowned upon and not even considered real art, but in recent times street art has become extremely popular and street artists are even known worldwide. Street art is very unique and unlike other art genres so is interesting to study. Secondly, this piece can be used as data when studying the history of social media, including its rise, effects, and importance. This street art was done in 2014, and since then social media has grown drastically and the dangers of destroying users’ self-esteem has increased exponentially since then. Many years from now social media will be a very interesting topic to study and this work of art is an excellent portrayal of how damaging it is to our society.

This artwork is extremely relevant to the context of the class. In this class we have focused on how to meet every students’ needs. While students are home, they may be obsessing over social media, which is harmful to kids especially during developmental years. I believe that this makes time in the classroom and in person relationships even more important. A student may be feeling down about themselves because of something they saw online, but if a teacher can bring out the students worth and point to everything that makes them great this will mean so much more than something they saw online. As a society we are spending more time online and less time in person, which makes every in-person interaction and experience so much more important.

“Candy Cigarette” By: Sally Mann

Lenox Hill

Three main thoughts come with this photo. One: I have seen this photograph before. Two: I have never seen this photo before. Three: I have seen this picture, but I have no clue what the hell it means. I relate the most to the third choice. My photography teacher showed me this photograph on my first day of photography in ninth grade. When my teacher asked me what was going on, I said a child was smoking a cigarette. She quickly responded, no. I was so thrown off because while my answer was technically correct, I stated the obvious, and that's not what she wanted to know. So, what is going on in this photograph? This is the question I have been trying to answer since my Freshman year of high school, but this time I think I finally figured it out.

Let me start from the beginning. This photograph is a black and white portrait. In the background of the photo is what appears to be a young boy climbing on something. To the right is a little girl with her back turned to the camera, and her hands are on her hips. Finally, in the center of the photo is another girl. She is facing towards the camera with one arm crossing her body and tucked away into her side. In her other hand, she holds a cigarette. The girl who acts as the center of the photo is also Mann's daughter. These individual factors that I listed are significant in the story Mann is trying to tell.

A majority of Sally Mann's artwork is a recreation of how she grew up. Taking this into consideration, it seems that the photographer used her daughter to re-stage a moment/period of her childhood. While Mann may have been recreating an incident from the past, this image is much more than a mere memory in time. It is a representation of the neglect, freedom, and responsibility she had as a child. When looking at the details of the children, the two girls are wearing dresses, and the boy is wearing shorts and a shirt. However, if you look at Mann's daughter's eyes, the bags under them make her look sickly. It seems like she hasn't slept in days, and there is this look on her face that gives off the emotion of being lost or forgotten.

There is also a sense of freedom in this photograph. She is alone with the two other children, and there is nobody around to tell them what they can and cannot do. The cigarette in her mouth shows how she can do this, and nobody can tell her not to. Lastly, there is a sense of responsibility. The cigarette in her mouth could be a representation of how she had to grow up fast in order to take care of her siblings. It shows that she is the adult in the situation. When looking at it from that perspective, the image becomes sad because it takes the innocence away from the title "Candy Cigarette," Instead, it is a little girl who has been stripped out of her childhood and innocence.

I chose this piece because I wanted to revisit something which I have previously explored. For years I have been trying to come up with different explanations of what this photograph means, and this allowed me to revisit those past ideas and come to my conclusion on the piece. Additionally, this is one of my favorite pieces of art. I studied many photographs by Sally Mann in high school, and I have found that all of her pieces have some time of contrasting ideas in them. She also chooses to photograph things that challenge social norms.

This piece could be used when giving a history/art history lesson. This picture is a part of Mann's series called "Immediate Family." When looking at this from an art history perspective, taking a look at the whole collection is helpful. This way, you can analyze trends and commonalities of the different photographs from this same series. You can find ways how the pictures connect, and they tell a story in the grand scheme of things. You can research the period that this picture was taken in so that it can be understood the country's culture at this time. Her photographs can be compared to photographers in her time and before her.

When thinking about the context of this class and the arts, there are different ways that this photograph can be used as a teaching moment. The use of this photo allows for creative thinking and freedom of expression, which we talk about frequently in class. There are so many different explanations behind and messages in this photograph because of the ambiguity Mann leaves us with. This ambiguity is not necessarily a bad thing because it fosters individuality and creative thinking.

“Rent”

Isabella Palmeri

For my final paper, I chose to write about “Rent” the musical. “Rent” is a musical written by Jonathan Larson, an American composer, lyricist, and playwright who often explored social issues such as addiction and homophobia in his work. “Rent” is one of his most successful and well-known pieces and is loosely based off of Puccini’s opera La Boheme from 1896. It tells the story of a group of impoverished, young artists living in New York City during the HIV/AIDS epidemic. In this paper, I will analyze the cultural impact and legacy of Larson’s play, “Rent” in terms of its songs.

My love of music and performance began when I was young. For as long as I can remember, my parents had me enrolled in music classes and, as I grew older, I began to dial in on what was important to me. I got involved in the drama club at my middle school and carried this passion with me throughout my high school years. I choose to write about this play because I have experienced the impact of this musical in my high school drama classes through the plethora of songs, specifically, “Seasons of Love.”

“Rent” continues to have a cultural significance in today’s society in the context of the COVID-19 pandemic. I was able to watch “Rent” on the popular streaming platform Netflix, where it is recorded and posted, during the quarantine. Within “Rent,” there are a total of forty-two songs, each of which are seamlessly woven into the plot of the play. Each of the songs have a significant meaning, the most popular of these songs being, “Seasons of Love.” It has become a successful pop song and is often performed on its own due to its special connection to New York City. In the song, the cast suggests that the best way to measure the happiness in your life is not in terms of time, but in terms of cups of coffee, sunsets, laughter, and love.

Throughout the course of the plot, the audience is taken on an emotional journey in which they celebrate, mourn, laugh, and grow along with the characters. The lives of the characters, and those around them, may be cut short due to illness, but that does not mean that they had a shortage of love in their lives. This is an important lesson in and of itself, as it reminds us to live in the moment and enjoy the little things in life.

This piece can be used in a lesson plan that combines art and history. Rent takes place during the HIV/AIDS crisis in the United States, and explores issues such as poverty, racism, homophobia, drug addiction, and the impact of these issues on the lives of the characters. The HIV epidemic began in the United States in June of 1981. Today, there are a total of 1.2 million people still living with HIV. Seven hundred thousand people have died from HIV-related illness in the US alone.

HIV continues to have a disproportionate impact on racial and ethnic minorities, gay and bisexual men, and transgender individuals. Today, there are numerous federal and local government departments who are involved in the domestic HIV/AIDS response. Talking about the themes presented in “Rent” is an appropriate way to educate students about the history of AIDS/HIV and how to avoid ignorance about important societal issues that, unfortunately, still exist in our society today.

Rent was the first time that I learned about the HIV/AIDS crisis in the United States. HIV took entirely too many lives, due to a lack of education in the general population and proper funding for research. There is no better way to teach children information that they will remember than through a medium that is engaging and interesting to them. It is important to continue the conversation of these important issues to avoid ignorance in future generations and there is no better place to start than within our school systems.

https://vimeo.com/feltsoulmedia/denali

Denali

Alex Sonic

Presented with this project, I searched all over the internet looking for a piece of art that truly meant something to me. While looking, I thought back to a video my high school religion teacher showed our class one Friday. The Video by photographer Ben moon is a sort of essay about the life he and his dog shared. This piece is incredibly captivating and offers so much to the viewer visually and in terms of ideas. The life he and his dog shared shows how truly meaningful the bond between a dog and a human can be. Denali by Ben Moon offers a beautifully strong message on life and companionship.

One of my favorite aspect of this piece besides that it is visually stunning is the first minute and half. The video begins with Ben driving his van in a circle on the sand. I feel that this represents the circle of life and how the surf will soon wash away the circle imprint he left. I also love how the narration starts by talking about people and their “problems” like stinky yoga mats and no parking at whole food. These seem so big in everyday life but are actually very trivial when thinking about the bigger picture. The video then leads into the life that Ben and Denali shared and the bond they had, showing what truly matters is connection. This video is so well executed, from visuals to story telling and insight, all are working together with synergy.

This video could mean all sorts of things to different people. In one aspect, it tells the timeless story of a man and his dog and the love and adventure they shared. Ultimately, I think this piece shoes the love that Ben had for his dog. When Ben had Cancer, Denali was by his side and now that Denali has cancer, Ben wants to be right there with him. This video tell the story of connection and how it shaped the life of two beings.

I think this video can help young learners by demonstrating powerful storytelling. This video is impactful and moving somewhat due to the subject, however I really think this because of the way in which it is told with stories, anecdotes and pictures. Telling powerful stories is a huge lesson for kids because it allows them to convey ideas and gain support of others.

Beyond storytelling, this video for me means expression. All art is expression, I think this is a really important lesson for kids. It's essential to show kids different stories and emphasize that bonds are significant, even if it is with a dog. One of the aspect I love about art is that it just asks questions and rarely answers them. I think art can help children inquire and ask questions but most of all express themselves. This video does an incredible job allowing Ben Moon to express himself to the audience.

“Marilyn Monroe”

Ava Edwards

The photo above is titled “Marilyn Monroe,” one of the most well-known pieces of pop-art in American history, created by Andy Warhol in 1967. This form of art is printmaking, specifically using silk-screening, and it was the first piece Warhol printed. This means that Warhol made a cutout of his subject and was able to use ink to apply it to his canvas or other surfaces. Since this was a screen-print, he was able to recreate it multiple times in different colors. This piece is not only a perfect representation of pop culture in the 20th century, but an example of the versatility and never ending options that a single design can create with printmaking.

Warhol was inspired to create this series from his fascination in celebrities and encapsulating their beauty through art. Although Warhol created similar pieces of other celebrities, Marilyn Monroe remains his most significant. It was the perfect subject choice, as pop art was centered around pop culture, and Marilyn Monroe was the face of her time. The way he completed these pieces was by transferring ink through the mesh screens onto the canvas, and repeating the process with different colored paints until the whole surface was covered and he was satisfied with the color palette. There are numerous forms of this one design, some bright colors and some black and white.

I chose this piece because it was one of my main inspirations when I was little for pursuing art as a hobby, and has remained an example of the type of work I hope to achieve. No matter how old this piece is, it will always feel modern and futuristic, and will continue to remain influential in the art world.

This piece can be used in a lesson that combines art with more recent American history. Students could choose a person of significance in pop culture from the past few decades and do research on this subject, apply their research to a paper and finalize it with a silkscreen of this person. It allows for a fun visual while still gaining background knowledge on their subject of choice. This activity is an opportunity for students to dive into a category of pop culture that interests them, such as celebrities from music or film, and use art and writing skills to demonstrate what they learned.

Throughout this class, I have learned about the importance of allowing students to explore what topics interest them and allow them to explore them with many different approaches, whether that be art, presenting, researching, or working with a partner. It is important for a student to be given the chance to find out where their interests and strengths lay, so they can not only pursue them but also strengthen their areas of weakness. I believe this pop culture activity could allow younger students to explore what topics interest them while also challenging two different forms of knowledge execution.

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Education in Arts / Fall 2021

Final Essays G

Barbara Jones-Hogu Unite (1971)

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