Wednesday, March 21, 2007

Eco Art

My name is Yadira Toledo and I currently attend The University of the Arts in Philadelphia,Pa.
This blog page is dedicated to my favorite course Media B. Together with my classmates I've come up with this very interesting blurb on Eco Art!
Nature and the enviroment should be one of our many concerns. We need to appreciate and take care of it. Letting our students know about the dangers of pollution and toxins can really enlighten their generation. We as educators really should advocate the beauties of art within nature as well as man made nature art.
Welcome to the World of Ecological Education!






Since the Nineteenth Century, through the influence of the Romantic Movement, we see evidence of this enhanced sensitivity to nature by artists, especially in the works of the traveling painters: the Baron Von Humboldt documented his journey in Central America; Jose Maria Velasco painted the Valley of Mexico and its volcanoes; Johan Moritz Rugendas reflected the Argentinean Pampas, while Jean Baptiste Debret described the beaches and the scenery of Rio de Janeiro.














What is Eco Art?

Ecological art, or eco-art to use the abbreviated term, addresses both the heart and the mind. Ecological art work can help engender an intuitive appreciation of the environment, address core values, advocate political action, and broaden intellectual understanding.
Ecological art is much more than a traditional painting, photograph, or sculpture of the natural landscape. While such works may be visually pleasing, they are generally based on awe inspiring or picturesque, preconceived views of the natural world. Ecological art, in contrast, is grounded in an ethos that focuses on communities and inter-relationships. These relationships include not only physical and biological pathways but also the cultural, political and historical aspects of communities or ecological systems.
The focus of a work of art can range from elucidating the complex structure of an ecosystem, examining a particular issue, i.e. a type of relationship, interacting with a given locale, or engaging in a restorative or premeditative function. Eco-art may explore, re-envision, or attempt to heal aspects of the natural environment that have gone unnoticed or reflect human neglect. The work may challenge the viewer's preconceptions and/or encourage them to change their behavior. Metaphor is often a key element of ecological art. Metaphors help both to make apparent existing patterns of relationship and to envision new types of interaction.

Artwork created by artists concerned with the state of our environment worldwide, and with their local situation. Environmental artists often work in these ways:
• Artists interpret nature, creating artworks to inform us about nature and its processes, or about environmental problems we face
• Artists interact with environmental forces, creating artworks affected or powered by wind, water, lightning, even earthquakes
• Artists re-envision our relationship to nature, proposing through their work new ways for us to co-exist with our environment
Artists reclaim and remediate damaged environments, restoring nature in artistic and often aesthetic ways



Ecological Art is:


A creative process that recognizes the historic dichotomy between nature and culture and works towards healing the human relationship to the natural world and its ecosystems. Eco-art is also fundamentally interdisciplinary. We cannot rely on the art world as the only point of engagement and interpretation and must utilize other perspectives. Furthermore, the artists involved in this practice cannot confine their learning or production to art. In this interdisciplinary model, artists expand their practice by moving outside their discipline and its institutionalized relationship to society. Eco-Art expands each of the combined perspectives, thus providing artists with a new path to social engagement. Inherent in this path is the responsibility for artists to educate themselves in multiple disciplines. In turn, the work needs to be received and evaluated for the totality of its intention and not by traditional artistic standards alone.


Objectives of Eco-Art
• Advocate compassionately for natural and human communities
• Address damages to diversity and dynamics of ecosystems
• Express value, with the intention of transformation
• Balance the technical with the biological and ecological
• Encourage interdisciplinary expert participation and knowledge
• Facilitate a supplementary response through discourse with citizens
• Create conceptually informed aesthetic experience of complex systems.

Vocabulary we must learn to understand ECO ART
Earthwork - a type of contemporary art begun in the 1960s and '70s, which uses the landscape, or environment, as its medium
Ecology - both the totality of interconnected relations amongst organisms and the environing world, and the science which studies this.
EcoART - a broad field of interdisciplinary arts practice, distinguished from Land Art and Environmental Art by its specific focus on world sensitive ideologies and methodologies. EcoART practice seeks to Restore, Protect and Preserve the world for its own sake, and to mediate human/world relations to this end.
EcoTECH - "earth-friendly" technologies; often utilized in or developed through EcoART practices.
Environmental Art - a general term referring to art in and/or about the environment. Not necessarily world-sensitive or remedial practice.
Land Art - similar to Earthwork, an art category denoting works on, or utilizing, the land.





Links to see images and get more information about Eco Art.

http://greenmuseum.org

http://www.ghostnets.com/
http://ecoart.stores.yahoo.net/ecarttv.html

Wednesday, February 28, 2007

Chinese New Year

Teacher: Yadira Toledo

Age: 6-9 Grade Level 1-4

Title: Magical Dragon

Brief History:

Chinese New Year starts with the New Moon on the first day of the New Year and ends on the full moon 15 days later. The 15th day of the New Year is called the Lantern Festival, which is celebrated at night with lantern displays and children carrying lanterns in a parade.

The Chinese calendar is based on a combination of lunar and solar movements. The lunar cycle is about 29.5 days. In order to "catch up" with the solar calendar the Chinese insert an extra month once every few years (seven years out of a 19-yearcycle). This is the same as adding an extra day on leap year. This is why, according to the solar calendar, the Chinese New Year falls on a different date each year.

New Year's Eve and New Year's Day are celebrated as a family affair, a time of reunion and thanksgiving. The celebration was traditionally highlighted with a religious ceremony given in honor of Heaven and Earth, the gods of the household and the family ancestors.

The sacrifice to the ancestors, the most vital of all the rituals, united the living members with those who had passed away. Departed relatives are remembered with great respect because they were responsible for laying the foundations for the fortune and glory of the family.

The presence of the ancestors is acknowledged on New Year's Eve with a dinner arranged for them at the family banquet table. The spirits of the ancestors, together with the living, celebrate the onset of the New Year as one great community. The communal feast called "surrounding the stove" or weilu. It symbolizes family unity and honors the past and present generations.

Goals: To produce a Chinese decorative dragon.

Objectives: Students will be able to

  1. Use their motor skills order to cut.
  2. Reinforce knowledge of geometric shapes.
  3. Trace from a demo head and tail.
  4. Fold construction paper evenly.
  5. Discriminate between the primary colors as well making marks which will give the dragon certain feel.
  6. Students will recreate a dragon.

Teacher’s Prep Materials

  1. Chinese calendar
  2. decorative lanterns
  3. images of animals which represent year student was born
  4. images of dragons
  5. book on Chinese new year
  6. Customs and envelopes which contains candies

Supplies and Materials:

  1. Construction paper
  2. pencils
  3. crayons
  4. color pencils
  5. markers
  6. glue
  7. scissors
  8. sticks

Teaching:

Introduce what the Chinese New Year is all about. Read a folklore story that has dragons. Explain the calendar to the students and what the years and animals represent accordingly. Show lots of visuals as well as demonstrate or show demo of what is expected of them. Play a video showing the traditions of the Chinese New Year.

Directions:

1. Trace with tracer the dragons head onto white paper. This must be done twice.

2. On another piece of white paper trace the tail. This also must be done twice.

3. Then begin to color and decorate the head and tail of the dragon.

4. Draw big or little scary teeth. Make eyes.

5. Taking desire piece of color construction paper begin to decorate it with markers.

6. Take the decorated construction paper and fold it like an accordion.

7. Paste the head and tail to the body.

8. Pick out different color construction paper and cut out triangles to decorate the dragon head with horns.

Extensions:

Students that are done can begin to a stick in-between the tail and the head of the dragon and see how it moves. As if it is gliding through the air.

Closure:

Students are to put away all their materials and write their names on the teail of the dragon. Students will line up for next class.

Critique: Assessment:

Students will hang up work and talk about why they used the certain colors they did as well as why they drew the certain emotion the dragon has.

Time Budget:

Should take one 45 minute class but can be extended to two class periods.

Standards:

Safety Concerns:

Scissors are child proof. No running. Everything will be handed to them by helpers.

Bibliography:

  1. http://www.educ.uvic.ca/faculty/mroth/438/CHINA/chinese_new_year.html
  2. http://www.enchantedlearning.com/alphabet/matchwordsandpix/chinesezodiac/
  3. http://www.kidsdomain.com/holiday/winter/color.html
  4. http://www.hko.gov.hk/contente.htm
  5. www.trekearth.com/.../France/photo32942.htm


Dragons with second grade







Lanterns with 1st grade








Chinese Characters with 1st grade.
They pick their favorite day of the week and number. Monday -Sunday and numbers up to 10 .

Friday, February 09, 2007

Images of the Special Houses


Our Home






What cardboard and clue can take the imagination!









Math+Storytelling+Imagination and Creativity=ARt with Color!





















Monday, February 05, 2007

Special House

Lesson Plan I


Teacher: Yadira Toledo
Age: 5-6 years of age Grade Level: K-1st grade
Title: My Special House

Brief History:
Every child has their own way of seeing where they live and what they are surrounded by. If they could make a house what would it look like? What colors will be used? Students are expected to use their creativity.

Goals: Students are to represent their house the way they would like to see it.

Objectives: Students will be able to
Demonstrate concepts of three dimensional objects.
Create their version of a house.
Use motor skills to cut cardboard.
Knowledge of geometric shapes.
Reflect on why they chose certain colors.
Learn how to use a ruler and recognize the numbers as inches.

Requirements: Students are to:
1. Follow all directions step by step.
2. Finish the building of the house before painting.
3. Discuss their art and reason behind their doing.
4. Take risk and stick with them.

Teacher’s Prep Materials
Story of the Three Little Pigs
cardboard
rulers
pencils
paint and brushes
glitter and cotton
glue, construction paper

Teaching:
Ask students: Why do we live in houses? Tell the story of the Little Pigs.
After the story teacher will ask students why the three little pigs built houses? Then teacher will ask what are houses made out of? (Brick, stone, panel, wood, cement, etc.)
Students will then take time to think about how their imaginary house looks like.







Directions:
1. Students will cut out already traced house from cardboard.
2. Fold the cardboard on dotted lines to form house.
3. Paste the house together.
4. Pick out the color that will be used to paint the house or construction paper.
5. Discuss different shapes and sizes of windows and doors.
6. Cut out windows and doors to glue on house.

Extensions:
For students that finish early they can start with the roof.

Closure:
Ask students to talk about their house and why it they chose to do it the way they did.

Time Budget: Might take a class and a half.