TMA 457 Blog

 https://docs.google.com/document/d/1zJKstIW5uU4OYUS__-SH0U9Vam31nVlxvHXxQDPGAe8/edit?usp=sharing

  Creating with words (122-149) I would ask students to use blackout poetry to create a summary of the texts we read in class. I would assign each group a different page from a chapter and ask them to use the main ideas of that chapter and only the words on that page of the chapter to create a summary.  Creating with images (153-177) I would ask my future students to use the color palette strategy to identify a theme or tone of a text. I would ask each table to come up with an arrangement of colors that best represents the author’s theme or tone, then I would ask the students to present their ideas to the rest of the class.  Creating with Sounds (181-206) I would ask future students to create an audio landscape of the setting of the novel we are reading. Particularly with a text like Whirligig where the narrator jumps location, this audio landscape could be good for understanding the setting and how its change can impact a story.  Creating with the Body (209-231) I w...

  With recent war developments in Russia, a topic that has received a lot of attention lately is whether or not women should be drafted. Tiktok, Instagram, and other media platforms depict videos of females cleaning captioned with “me when WWIII starts.” This led me to think about my own response to a female draft. For this remix project, I took a WWII draft registration card and photoshopped it with my own information. All the information is accurate and completely my own. The process of creating the draft card is perhaps more meaningful than the project. On the line that asks for the name and address of someone who will always know your address, made me realize that that information was equivalent to an emergency contact. Who will know if I don’t return from war? Who needs a letter sent to them? The second image is my own grandfather’s WWII picture. I photoshopped my face onto his. Even though it is kind of funny looking, it adds onto this conversation of me following in his foot...

 https://drive.google.com/file/d/1asQ98ciXfIukmav4o8ObkZas6BZsSa4W/view?usp=sharing Reflection: The 1-2 minute time restraint made the video a bit more challenging, because I had chosen to do a simple process like filling up my water bottle. I enjoyed this work, however, because it required authenticity. If you notice, I am laughing any the background because I am struggling to hold down the water fountain button and hold my water bottle at the same time, a daily struggle that was magnified through this silent process. I enjoyed the constraints, it made this project fun and unique. Like the Barney reading mentions, "students must have the opportunity to read and write authentically in the visual arts" and these constraints created that opportunity. It allowed me to think like a creator and to make specific decisions about my piece. Like Jan Yager's work, my work is made from my environment. It was made literally on my way to class with my cellphone. I love that art can be...

 

  Material : The materials you are restricted to are any clothing items in the classroom. This includes coats, shoes, hats, etc.   Process : The work must be created in the classroom within the 22 minute time period and with the materials stated above. You may need to communicate with other class members and borrow items from them.   Form : Use a cellphone/digital device to create a photograph. Write a 140 character or less caption about the image that connects to a literary work.   Content : Some themes to consider are beggars in the 19 th century, famous figures in history, individuals frozen in time, literary characters in real life.   Context : Consider viewing this website where individuals recreated famous paintings during the pandemic: https://twistedsifter.com/2020/04/people-stuck-at-home-are-recreating-famous-paintings-and-its-awesome/   If you are struggling to come up with a literary character here is a list to look at: https://www.britannica....