{"id":101,"date":"2015-03-26T21:44:21","date_gmt":"2015-03-26T21:44:21","guid":{"rendered":"http:\/\/theorylovespractice.weebly.com\/blog\/spring-sketchbook-exp-part-ii"},"modified":"2015-03-26T21:44:21","modified_gmt":"2015-03-26T21:44:21","slug":"spring-sketchbook-exp-part-ii","status":"publish","type":"post","link":"https:\/\/sites.msudenver.edu\/theorylovespractice\/2015\/03\/26\/spring-sketchbook-exp-part-ii\/","title":{"rendered":"Spring Sketchbook EXp. Part II"},"content":{"rendered":"<p><span class='imgPusher' style='float:right;height:0px'><\/span><span style='width:404px;float:right;max-width:100%;clear:right;margin-top:1px'><a href='http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/6258161_orig.jpg?250' rel='lightbox'><img decoding=\"async\" src=\"http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/6258161.jpg?385\" style=\"margin-top: 10px;margin-bottom: 10px;margin-left: 0px;margin-right: 10px;border-width:1px;padding:3px;max-width:100%\" alt=\"Picture\" class=\"galleryImageBorder wsite-image\" \/><\/a><span style=\"caption-side: bottom;font-size: 90%;margin-top: -10px;margin-bottom: 10px;text-align: center\" class=\"wsite-caption\"><\/span><\/span> <\/p>\n<div class=\"paragraph\" style=\"text-align:justify\">Just to Recap: Over the course of 4 sessions we are focussing on the Sketchbook as an implement for learning.<\/p>\n<p><span style=\"font-size: 16px;line-height: 22px;background-color: transparent\">You can drop in on any session this spring without feeling that you have missed anything as each session is designed to stand on its own. &nbsp;The next one is 04.07.2015<\/span><br \/><span style=\"font-size: 16px;line-height: 22px;background-color: transparent\"><br \/><\/span>Each sessions will include:<\/p>\n<ul>\n<li>sharing sample student&nbsp;sketchbooks<\/li>\n<li>participating in a variety of&nbsp;sketchbook&nbsp;practices taught by peers<\/li>\n<li>reflecting on the process of student thinking and making the thinking visible<\/li>\n<\/ul>\n<p><span>The sessions will be guided by these principles highlighted in Making Thinking Visible:<\/span><\/p>\n<ol>\n<li>Identifying Patterns and Making Generalizations(2\/10)<\/li>\n<li>Generating Possibilities and Alternatives(2\/10)<\/li>\n<li><strong><font size=\"4\">Evaluating Evidence, Arguments and Actions(3\/3)<br \/><\/font><\/strong><\/li>\n<li><strong><font size=\"4\">Formulating Plans and Monitoring Actions(3\/3)<\/font><\/strong><\/li>\n<li><strong>I<\/strong>dentifying Claims, Assumptions and Bias (Upcoming)<\/li>\n<li>Clarifying Priorities, Conditions and What is Known&nbsp;(Upcoming)<\/li>\n<\/ol>\n<\/div>\n<hr style=\"width:100%;clear:both\"><\/hr>\n<div>\n<div class=\"wsite-image wsite-image-border-thin \" style=\"padding-top:10px;padding-bottom:10px;margin-left:0;margin-right:0;text-align:center\"> <a href='http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/879734_orig.jpg?572' rel='lightbox'> <img decoding=\"async\" src=\"http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/879734.jpg?572\" alt=\"Picture\" style=\"width:572;max-width:100%\" \/> <\/a> <\/p>\n<div style=\"font-size:90%\"><\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"paragraph\" style=\"text-align:justify\"><font size=\"7\"><strong>&#8220;Fish Frenzy&#8221;<\/strong><\/font><br \/><font size=\"3\">In exploring &nbsp;principle 4, &#8220;Formulating Plans and Monitoring Actions,&#8221; Deb shared a weekly homework assignment from her high school art class. This recurring assignment begins with a prompt, i.e. fish frenzy. Students then have one week to complete an artwork in response to this. Deb provides students with an Idea Generator List:&nbsp;<\/font><\/div>\n<p>  <span class='imgPusher' style='float:left;height:0px'><\/span><span style='width:410px;float:left;max-width:100%;clear:left;margin-top:0px'><a href='http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/4668329_orig.jpg?250' rel='lightbox'><img decoding=\"async\" src=\"http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/4668329.jpg?392\" style=\"margin-top: 10px;margin-bottom: 10px;margin-left: 0px;margin-right: 10px;border-width:1px;padding:3px;max-width:100%\" alt=\"Picture\" class=\"galleryImageBorder wsite-image\" \/><\/a><span style=\"caption-side: bottom;font-size: 90%;margin-top: -10px;margin-bottom: 10px;text-align: center\" class=\"wsite-caption\"><\/span><\/span> <\/p>\n<div class=\"paragraph\" style=\"text-align:left\">Students work from the impetus of the prompt and examine their thinking through the lens of the list, inspired by Rouke&#8217;s <em>Art Synetics<\/em>, and create a thoughtful, engaging artwork.&nbsp;The prompt and list work in unison to scaffold student ideation while removing the impediment of generating a &#8220;new&#8221; idea that so many students struggle with.&nbsp;&nbsp;As part of her sketchbook demonstration, Deb had us take ten minutes to experience this process and you can see our interpretations below.<\/div>\n<hr style=\"width:100%;clear:both\"><\/hr>\n<div>\n<div class=\"wsite-multicol\">\n<div class=\"wsite-multicol-table-wrap\" style=\"margin:0 -15px\">\n<table class=\"wsite-multicol-table\">\n<tbody class=\"wsite-multicol-tbody\">\n<tr class=\"wsite-multicol-tr\">\n<td class=\"wsite-multicol-col\" style=\"width:33.246753246753%;padding:0 15px\">\n<div>\n<div class=\"wsite-image wsite-image-border-thin \" style=\"padding-top:10px;padding-bottom:10px;margin-left:0;margin-right:0;text-align:center\"> <a> <img decoding=\"async\" src=\"http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/3682142.jpg?215\" alt=\"Picture\" style=\"width:215;max-width:100%\" \/> <\/a> <\/p>\n<div style=\"font-size:90%\"><\/div>\n<\/p><\/div>\n<\/div>\n<\/td>\n<td class=\"wsite-multicol-col\" style=\"width:66.753246753247%;padding:0 15px\">\n<div>\n<div class=\"wsite-image wsite-image-border-medium \" style=\"padding-top:10px;padding-bottom:10px;margin-left:0;margin-right:10px;text-align:center\"> <a href='http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/8748499_orig.jpg?453' rel='lightbox'> <img decoding=\"async\" src=\"http:\/\/theorylovespractice.weebly.com\/uploads\/2\/6\/1\/5\/26155028\/8748499.jpg?453\" alt=\"Picture\" style=\"width:453;max-width:100%\" \/> <\/a> <\/p>\n<div style=\"font-size:90%\">Our 10 minute fish frenzies <\/div>\n<\/p><\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<\/div>\n<\/div>\n<div class=\"paragraph\" style=\"text-align:left\"><font size=\"7\"><strong>&#8220;Artist&#8217;s Statement&#8221;<\/strong><\/font><br \/><font size=\"3\">Addressing &nbsp;principle 3, &#8220;Formulating Plans and Monitoring Actions,&#8221; Erica introduced us to her plan for teaching students to write artist&#8217;s statements. Erica demonstrates the breadth of information that can be covered by providing her students with the artist statements of various prominent artists. Erica&#8217;s generative approach addresses the daunting task of writing such a statement by dissecting and chunking the process. Erica gives her students a note-catcher that builds a word bank for students to use while creating their statements. This building is done by having students record the first words that come to mind about topics such as goal, influences, and form of work, and then use a&nbsp;thesaurus to further build the language that will be used to speak about their art.&nbsp;<\/font><br \/>&nbsp; &nbsp; &nbsp; &nbsp; By having students draft an artist&#8217;s statement, Erica is not only satisfying the GLE &#8220;<em>I can explain my thinking in detail about how and why I create artworks,<\/em>&#8221; but she is helping students to find their voice, to think &nbsp;purposefully and intentionally, and to reflect upon what they created.&nbsp;<\/div>\n<div class=\"paragraph\" style=\"text-align:left\"><font size=\"7\">Next Meeting&#8230;<\/font><font size=\"3\">We will be grappling with identifying claims and bias, and clarifying priorities, conditions, and what is known<\/font><font size=\"4\">. April 7th at 6pm.&nbsp;<\/font><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Just to Recap: Over the course of 4 sessions we are focussing on the Sketchbook as an implement for learning. You can drop in on any session this spring without feeling that you have missed anything as each session is<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[17],"tags":[],"class_list":["post-101","post","type-post","status-publish","format-standard","hentry","category-17"],"_links":{"self":[{"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/posts\/101","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/comments?post=101"}],"version-history":[{"count":0,"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/posts\/101\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/media?parent=101"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/categories?post=101"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.msudenver.edu\/theorylovespractice\/wp-json\/wp\/v2\/tags?post=101"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}