Re: [art_education] Re: Dioramas
- Dear all,
Let me introduce myself first, I'm a Visual Art teacher from Sekolah Cikal in Jakarta, Indonesia.
I wanna share a picture of Diorama's that my student created.
I integrate the making of diorama to their classroom unit of inquiry which is Ecosystem.
The students are divided into 4 different groups of ecosystem which is lake, rice field, river and pond. Then they have to plan together with the group how they are going to create the diorama also decide who's the one making the animals.
The materials we use is just cardboard box and play dough.
I hope this helps.
Ayu Fadira :)Sent from my BlackBerry®
powered by Sinyal Kuat INDOSATFrom: "Ken" <kenroar@...>Sender: email@example.comDate: Sun, 01 Jul 2012 19:26:51 -0000To: <firstname.lastname@example.org>ReplyTo: email@example.comSubject: [art_education] Re: Dioramas
I feel that as long as the verb, "create" is used it is probably an art form. Putting together models without painting is probably not art until you paint them. Setting the painted models in an environment that students create is certainly art.
If all they were doing is putting together unpainted models and then playing with them, then I wouldn't distinguish that from play. If students are putting together models that are painted in a setting / environment that they create, then that's art.
An added bonus is the integration into other subject areas the lesson affords. For example, it integrates into language arts if they are creating a Harry Potter diorama. It integrates into science if it's an environment in nature they are creating.
--- In firstname.lastname@example.org, Katherine Abrams <kathabrams@...> wrote:
> Dear Ken and Group:
> I agree that dioramas are highly engaging. Some of the questions I have
> always had about dioramas are:
> Is this kind of art is different from play? If it is, how? Artists may be
> thinking satirically or making connections to either childhood, ideals,
> social issues, or politics. Sandy Skoglund is a good artist exemplar. Are
> our student artists doing this, and if not, what distinguishes it from toy
> setups they create at home? How to discuss this on a second-grade level? Is
> it okay for my classroom to be a playroom for this project?
> If dioramas are not very different from play, what connections make it
> appropriate for my classroom? It's a great aesthetic question -- if an
> artist is playing, is she still creating real art? Is this because she says
> it's art, as did Marcel Duchamp? Is it art simply because the students are
> cooperatively making a composition that tells a story?
> And then -- I have this problem with collage as well - how to teach the
> aesthetics of composition when the elements are already given. Very often I
> find the results unappealing. I do look for meaningful ways to discuss
> positive and negative (or "boring") space. What is the focus of the
> composition and the path the eye takes around it? But I don't have a silver
> bullet for this problem yet.
> Other comments?
> Kathie Abrams