Week 4 Reflective Journal- Free Writing and Mind Map

Free Flow

The Shiva on my desk plays with the light coming in from my classroom window, making her appear to wave at me, reminding me of my goal of breaking down barriers through art—a gift from Santana and her family from their recent visit to see her Grandmother in India. The whirl of the computers in the room is music to my ears as I read an email from Julian, attending Business School at Greenwich in London, who needs help with Illustrator while looking at his self-portrait amongst other students’ work displayed on my walls. Julian’s black and white selfie with vertical and horizontal colorful stripes was more telling than any artist statement he could have written. Julian told me he wanted to go to school in London because he wanted to be different in a different place. After I answered his email about zooming out, I zoomed in on my goal today of vetting more videos and tutorials from global artists and professionals that will reflect and expand my student base. Knowing full well, I plan to introduce them to others, prepare them for the real world, and prepare them to be themselves.

The lesson plan on my desk asks my students to photograph 5 objects that mean something to them. I invite them to choose pieces that reflect their culture, heritage, and ethnicity—showing them a wide range of student examples as well as objects of my own, which is intended to allow them to delve into their autoethnographic journey. My graphic design students will draw their objects. I invite the students as well to choose pieces that reflect their identity. All of my students’ work is a documentary of who they are. I learned this technique after observing my non-conformist elementary school students who could not identify with the work being presented in the traditional curriculum. In high school, my goal is to create and sustain artists and art appreciators with room to evolve.

My room is an intentional blend of digital and traditional art made by my students as well as AP Art History art from all over the world that reflects my degrees and dedication to Cultural Anthropology and Photography. I have found that students don’t know what they don’t know, and I find this an opportunity to encourage them to explore and expand relevant resources that might challenge them in a safe and creative place while leaving room for their personal questions. Students’ art reflects the project-based learning we do as a school and the STEAM projects we collaborate across subject areas. Students should be constructivists and use the Postmodern Principles to expand their work. 

 "A blank canvas...has unlimited possibilities." – Stephanie Perkins

Is it curriculum creation, pedagogical strategies, colleagues, and teamwork?

I enjoy all of those aspects. However, I am not a huge fan of teamwork; sometimes, your colleagues are not good team players, have their own agenda, and are rude.

Is it students' engagement, seeing them grow, finding flow as they all become engrossed in their work and silence falls on the room? What is it?

All of these aspects make me feel like I am influencing them to have a real studio life, and I also enjoy their struggles.

Do you see your teaching as a performance?

Although I understand the idea of this, I do not see it as a performance, but I think of teaching as connecting to your students in a way that inspires them to create. My presence is necessary to facilitate only.

Are you an artist when you teach?

I am an artist when I teach Digital Photo and Open Studio but an IMPOSTER when teaching Graphic Design. Graphic Design is a class that I learned as I created the curriculum.

When are you an artist?

When I pick up a paint brush or camera, I engage with art for myself or research for my students/classes.

Always?

I tend to switch back and forth between my other roles (sister, daughter, mom, wife, aunt, friend, colleague, teacher, and leader), and my artist side does influence these roles.

After school?

Depends.

Why are you an artist?

To express myself in a way that it is accessible to all. Visuals are easier to use and that it is a way to connect with everyone. This means that I am not excluding but inviting others to share my vision.

What is most important to you when you are practicing?

There is a goal, such as when I started gouache, that I could layer colors to show depth. Once I achieved this I tried to think of how to add gouache to my acrylics.

Is your practice driven by thought?

My artwork is driven by emotions and stress. I find my emotions can be articulated best through images and my stress level decreases when I create or paint or draw or photograph.

Is it driven by a sense of total embodiment?

Concrete to abstract is a good way of explaining imagination.

Is it a language?

Symbolic, emotional and transcending visual language. Viewers will be able to engage on their visual literacy level.

Is it something that cannot be said in another form?

Yes. It could be in a title or artist statement, but sometimes, the liminal space of not knowing is worth the journey.