Celina Gonzalez-Cortez

Art 135

Professor Ward

March 30, 2017

Reflection 3

In my Art 135 class the studio investigation was on the Tourist Souvenir. The goal of the

investigation is to create a sculpture souvenir that is reflective of a place the student lives or

lived. In class, we were shown examples of sculptures that play on the idea of souvenirs. The

name of the artists were Jeff Carter and Susan Giles. What followed next was a brain storm

activity. It had us the students work in teams where we filled out a piece of paper with nearby

cities, tourist sites, materials/resources both unique and uncommon to Northern California. We

were shown examples of former souvenirs created in other classes. For examples Amanda: El

Paso, TX souvenir was a great example of how sculptural thinking was used. Moving forward we

were handed a Plan Worksheet and created a top view and a side view. Then once we had that we

started on our Souvenir piece.

I would want to implement these new strategies into my classroom because I think in the

high school setting it will be a better fit for older students. They would be able to handle

materials and equipment. I especially would want to have this investigation in my classroom

because it would allow my students to reflect, inner personalize, and connect to the work. I

would have them fill out the sheet before they go home so they start brain storming before

starting. This will allow for unexpected inspiration.

The way I would adapt the Souvenir investigation in my classroom would be by

providing via PowerPoint an over view of terms. Then I would follow that by doing VTS and
finish off by showing the students artist and former souvenirs. I would allow them to write down

their ideas and pair share. I anticipate that the souvenir would take longer than a week in my high

school class room. I would allow my students a month to work on the project to allow them

experiment with ideas and materials. I also believe that this project would allow students who

feel they cant draw or paint feel free to create. Sculptures are more hands on and allow for

students who like more tangible things.

National Core Arts Standards, Anchor Standards:

HS Accomplished VA:Cr2.1.IIa
Through experimentation, practice, and persistence, demonstrate acquisition of skills and

knowledge in a chosen art form.

HS Proficient VA:Cr3.1.Ia
Apply relevant criteria from traditional and contemporary cultural contexts to examine,

reflect on, and plan revisions for works of art and design in progress.

California Commission on Teacher Credentialing, Teaching Performance Expectations

TPE 1: Engaging and Supporting All Students in Learning

Apply knowledge of students, including their prior experiences, interests, and social-

emotional learning needs, as well as their funds of knowledge and cultural, language, and

socioeconomic backgrounds, to engage them in learning

TPE 5: Assessing Student Learning
Apply knowledge of the purposes, characteristics, and appropriate uses of different types

of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative,

summative, and performance) to design and administer classroom assessments, including

use of scoring rubrics.

A http://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance
%20-%20new%20copyright%20info.pdf
B California Commission on Teacher Credentialing, Teaching Performance
Expectations (TPEs, pp: 24-32) http://www.ctc.ca.gov/commission/agendas/2016-06/2016-
06-2B.pdf