Tuesday, December 31, 2013
The Final Chapter Completed - Literally and Figuratively
The final chapter was completed and the thesis turned in the week of my birthday. The coursework is also at an end; however, I will continue on this path of self-discovery. I officially graduate in January, but as for checking in, handing in work, and or revising work, this all has come to a close.
Wednesday, November 27, 2013
Constructing the Final Chapter
Having completed the fourth chapter, reporting the findings, I am now faced with the final chapter. This proves the most difficult. A vast amount of knowledge was gained; a greater understanding for how self-portraiture (drawing self-portraits for this particular study) has a positive impact on personal identity has been unearthed, but NOW to put it all down in meaningful, non-repetitious verbiage that holds lasting importance is the directive and challenge: what to say, how to say it, and when to stop saying it! Ugh! Help me, Rhonda!
Wednesday, November 6, 2013
We Arrived Safely in Youngstown/Boardman Ohio!
We made it and have landed in Boardman (sometimes referred to as Youngstown) Ohio–great weather, love the Fall colors. Research continues. I am at the final stages, analyzing the data collected, reviewing my blog entries, and writing my findings.
Picture from Boardman:
Picture from Boardman:
Friday, October 18, 2013
On The Road–
In the midst of working on my thesis, I am uprooting and moving to Ohio. This has been a challenging period in my life to say the least, but it has also added adventure! Keeping on track is the hardest part, well along with packing, clearing out old junk, deciding on what to take and leave behind, and also saying good bye to family and friends. Eastward is the goal.
The Trip:
The Trip:
Final Self-Portrait: Extreme Close-Up with Grid [Realism]
This is the final self-portrait in a series of four. This proved the most challenging. I decided to implement an alternate grid, rather than the standard evenly spaced horizontal and vertical lines. This grid was introduced to me during my undergraduate studies. There are two diagonal lines that cross one another and meet in the middle of the image. There are horizontal lines measured evenly from top to bottom. This proves much easier when math computations are a challenge.
Personal Feelings: I struggled with the idea of drawing a realistic portrayal of myself. I chose to create a facial expression that best described this apprehension. This facial expression became the subject matter of the extreme close-up self-portrait. This allowed me to move beyond the apprehensions. It was like my own personal joke or secret. If I had started with this self-portrait at the first of my research, I think too much time would have been wasted on "personal" issues and less on the art of making the portrait. This is key for classroom implications as well. Key Code: cloudy; cloudy; :-)
Classroom Implications: I would use this approach as a capstone to a long, involved Unit for learning. Self-portraiture should be developed over a lengthy period of time, to develop skills and confidence in students (Carroll, 2007). For a lasting effect on self-identity, one lesson, even two lessons on self-portraiture are not going to yield sustained results. In order to experience actualized, real identity changes, many factors must be challenged, increased, and developed. Students must learn how to develop a visual narrative, increase in skill sets, discover inner courage to share with others, and develop other ideas about self that is not measured against or influenced by peers, possibly family, or even environmental factors. This new knowledge has to come from within and extend outwardly. Art, self-portraiture, active investigation into self, increased, informed personal awareness are essential elements that can effectuate a positive self identity.
Grid:
Grid in Process with Initial Cartoon Drawing:
Final Drawing with Grid:
Final Composition:
Personal Feelings: I struggled with the idea of drawing a realistic portrayal of myself. I chose to create a facial expression that best described this apprehension. This facial expression became the subject matter of the extreme close-up self-portrait. This allowed me to move beyond the apprehensions. It was like my own personal joke or secret. If I had started with this self-portrait at the first of my research, I think too much time would have been wasted on "personal" issues and less on the art of making the portrait. This is key for classroom implications as well. Key Code: cloudy; cloudy; :-)
Classroom Implications: I would use this approach as a capstone to a long, involved Unit for learning. Self-portraiture should be developed over a lengthy period of time, to develop skills and confidence in students (Carroll, 2007). For a lasting effect on self-identity, one lesson, even two lessons on self-portraiture are not going to yield sustained results. In order to experience actualized, real identity changes, many factors must be challenged, increased, and developed. Students must learn how to develop a visual narrative, increase in skill sets, discover inner courage to share with others, and develop other ideas about self that is not measured against or influenced by peers, possibly family, or even environmental factors. This new knowledge has to come from within and extend outwardly. Art, self-portraiture, active investigation into self, increased, informed personal awareness are essential elements that can effectuate a positive self identity.
Grid:
Grid in Process with Initial Cartoon Drawing:
Final Drawing with Grid:
Final Composition:
Updates: Steps for Each Drawing Process
I have organized the varied self-portrait projects into final sheets. This allows for a quick review.
Self-Portrait #1– Superhero Animal Metaphor:
Self-Portrait #2 – Distorted/Altered:
Self-Portrait #3 – Folk/Outsider Art:
Final, Self-Portrait #4 – Extreme Close-up with Grid [Realism]:
Self-Portrait #2 – Distorted/Altered:
Self-Portrait #3 – Folk/Outsider Art:
Final, Self-Portrait #4 – Extreme Close-up with Grid [Realism]:
Monday, October 7, 2013
Folk Art Self-Portrait
Below are the images for the folk art self-portrait, third in a set of four self-portraits to be completed for my thesis. Notes on thoughts regarding this process can be found in previous postings.
The initial cartoon sketch:
Color application: Colored pencils, colored markers and black pen.
The initial cartoon sketch:
Completed Self-Portrait
Sunday, October 6, 2013
The Visual and Written Personal Narrative
This is my artistic conceptual framework. Self in so many words.
Folk Art/Outsider Art - Self-Portrait
I have nearly completed the third self-portrait. Photos will be posted in the near future. This was an interesting experience. My family does not really have any cultural or ethnic traditions. So for this drawing, I decided to focus on my disabilities - unique characteristics. The folk art 'style' allowed freedom of expression and less worry about accuracy. However, I worked very hard at keeping human proportions as realistic as possible. For this particular portrait, pen, markers, and colored pencils were used as well as
a scanner, laptop, Adobe Photoshop design software, and smart phone digital camera.
Student implications:
Folk Art can allow students freedom of expression. Frida Kahlo is an excellent resource (artist exemplar) for this kind of art problem. For students that feel uneasy about their art skills, the primitive style can offer great freedom. Students can learn to work with different media and also gain structural knowledge of the body. This is a great way to lead into realism in later lessons.
Plus there are so many different approaches students can take when drawing their self-portraits, ethnicity, culture, interests, disabilities, strengths, struggles can all be incorporated into the narrative of their portraits.
The whole body can be introduced or students can choose to draw just the face. Color is an important aspect of folk art. Students can work with complimentary and analogous colors.
I didn't really experience much apprehension in the drawing or constructing my self-portrait. I felt confident with my choices. It felt good to share my personal struggles in a visual narrative. My disabilities are 'disabling' at times, but in other ways have made me very strong. Very positive experience. Key Code: *,*, :-)
Student implications:
Folk Art can allow students freedom of expression. Frida Kahlo is an excellent resource (artist exemplar) for this kind of art problem. For students that feel uneasy about their art skills, the primitive style can offer great freedom. Students can learn to work with different media and also gain structural knowledge of the body. This is a great way to lead into realism in later lessons.
Plus there are so many different approaches students can take when drawing their self-portraits, ethnicity, culture, interests, disabilities, strengths, struggles can all be incorporated into the narrative of their portraits.
The whole body can be introduced or students can choose to draw just the face. Color is an important aspect of folk art. Students can work with complimentary and analogous colors.
I didn't really experience much apprehension in the drawing or constructing my self-portrait. I felt confident with my choices. It felt good to share my personal struggles in a visual narrative. My disabilities are 'disabling' at times, but in other ways have made me very strong. Very positive experience. Key Code: *,*, :-)
Wednesday, September 25, 2013
Self-Portrait: Distorted Altered Image
The second method of drawing a
self-portrait is complete. This process utilized the Photo Booth
program and the internal iSight camera of my MacBook. Some insights:
This process allows for:
Personal Feelings: "At first I wanted to crawl in a hole and hide- hide from the image, hide from the embarrassment of having to draw the silly self-portrait, and mostly hide from onlookers, shaking their heads in disbelief at my choice of subject matter (crap just leave me alone!)." However, confidence grew out of this endeavor. I cared less about others and more about having fun developing the portrait. I felt redeemed and satisfied at the end. Key Code: Cloudy, *, :-)
My findings:
This is the original photo.
This is the initial sketch:
Midpoint:
Completed work:
This process allows for:
- Integration of technology into the art classroom
- Brings relevancy to contemporary art practices
- Low stress way of developing self-portraits (everyone looks weird)
Personal Feelings: "At first I wanted to crawl in a hole and hide- hide from the image, hide from the embarrassment of having to draw the silly self-portrait, and mostly hide from onlookers, shaking their heads in disbelief at my choice of subject matter (crap just leave me alone!)." However, confidence grew out of this endeavor. I cared less about others and more about having fun developing the portrait. I felt redeemed and satisfied at the end. Key Code: Cloudy, *, :-)
My findings:
- More relaxed regarding drawing the portrait
- Difficulties: self-conscious at first when onlookers would question, laugh, or shake their heads at my 'weird' picture of self.
- Once work commenced, humor became a big part of the process, rather than critical/self-consciousness about the image.
- Difficulties: became consumed with replicating the image- to alleviate had to (a.) step back from it, (b.) let the image and work exist
- Learned to 'laugh' at the uneasy situation (onlookers dismay)
- Became proud of the work/a sense of accomplishment–embraced the 'craziness'-'weirdness'
- Bolstered personal conviction to press through and meet the challenge
This is the original photo.
This is the initial sketch:
Midpoint:
Completed work:
Thursday, September 19, 2013
Final Approval - Moving Ahead
Well my research question has been finalized and approved. I begin my proposal. Fingers crossed.
Another Note:
I have decided to add another self-portrait and adjust the realism portrait. I am researching both the ways artist/teachers approach the self-portrait with students to enhance self-identity, but I also want to include methods artists, contemporary and historical, have treated the self-portrait. Since identity is more than looking at yourself, it is also looking to heritage, culture, personal tragedies and triumphs, I am going to include an 'outsider' artistic approach (Folk Art) reminiscent of Frida Kahlo's work. I am adding a self-portrait that reflects either heritage or personal struggles/triumphs. For the realism portrait, I am changing it to an extreme close-up, utilizing a grid system similar to Chuck Close's process. However, I will use a grid system I learned in undergraduate studies; I find this grid much easier to construct and just as effective when developing an image.
Another Note:
I have decided to add another self-portrait and adjust the realism portrait. I am researching both the ways artist/teachers approach the self-portrait with students to enhance self-identity, but I also want to include methods artists, contemporary and historical, have treated the self-portrait. Since identity is more than looking at yourself, it is also looking to heritage, culture, personal tragedies and triumphs, I am going to include an 'outsider' artistic approach (Folk Art) reminiscent of Frida Kahlo's work. I am adding a self-portrait that reflects either heritage or personal struggles/triumphs. For the realism portrait, I am changing it to an extreme close-up, utilizing a grid system similar to Chuck Close's process. However, I will use a grid system I learned in undergraduate studies; I find this grid much easier to construct and just as effective when developing an image.
Wednesday, September 18, 2013
Whittling Away
I am really having a tough time reducing my research into one concise question. I know that my interest is in discovering what, if any, the drawing of self-portraits has on developing a positive, self-identity. Much research has stated emphatically that children gain greater insight to personal identity when they render self-portraits. Through the autoethnographic process, I hope to gain a great appreciation in "how" this occurs. What factors come into play? Is it the method of drawing that causes improved self, or is it the 'act' of looking at oneself, close examination that causes change? What factors, what essential elements to 'drawing the self-portrait' affect the outcome of improved self-identity (actualized rather than perceived by others)? This is what I'm thinking about. NOW to write a question. I have so far:
1. How might drawing self-portraits
assist in developing a positive self-identity?
2. Does drawing the self-portrait
have any effect [positive or negative] on self-identity [actualized individual,
unique qualities rather than perceived self]?
Thursday, September 12, 2013
Final Superhero Animal Self-Portrait Image...
The first portrait is done. Within the imagery, there is a list of my superhero skills, weapons, and weaknesses. It is a mixture of some of my own personal traits, Wonder Woman's attributes, and a Hippo's facts. This was a fun process. I enjoyed looking at myself, thinking on what animal best represents me, and incorporating my favorite childhood superhero. Key Code: :-), *, :-)
Classroom implications: A great way for students to self reflect but also learn about animals, and incorporate popular culture. This might possibly make the self aspect easier to approach. The metaphor allows students to share as much or as little as they deem necessary in order to effectively accomplish the assignment at hand.
Classroom implications: A great way for students to self reflect but also learn about animals, and incorporate popular culture. This might possibly make the self aspect easier to approach. The metaphor allows students to share as much or as little as they deem necessary in order to effectively accomplish the assignment at hand.
Wednesday, September 11, 2013
Brainstorming Session - let the ideas flow!
Before I began drawing, I also did a "mind mapping" exercise. Within a one minute time frame, I wrote down any word, description, title that could provide a written self-portrait of myself. It is the first assignment before drawing even gets started. The list is going to be made into a sort of word collage. I will post it when it is finished. The funny thing is my first thought about me was, "Trained in CPR." Not pretty, likes to draw, painter, artist, ten fingers, ten toes...just "trained in CPR." Wow-
Thinking about: setting students up for success in art and possibly life
As I thought about the four drawing processes, I feel that the line-up should be:
1. metaphor self-portrait [superhero animal representation]
2. altered/distorted - building up a spirit of humor, acceptance, and a willingness to share with others. With a new sense of community and shared positive experiences, the final self-portrait art problem will be more accessible and lighten some apprehensions that would normally arise. Question: Do we ever see ourselves in distorted rather untrue ways? What causes that and how can we change it?
3. Folk/Outsider – This allows students opportunity to embrace ethnicity, culture, interests, special challenges faced in life, even feelings and emotions in their work.
4. Realism-Students as well as some teacher/artists do not like to attempt this process for fear of failure, failure to render a true likeness, failure to sustain interest, failure to be accepted or liked by peers (critique), and worry of harsh criticism. (vulnerability)
Alongside the art assignments, students are encouraged to investigate self, likes, strengths, skills, dreams, animal facts, superhero characters, and along with the realism process, students will be encouraged to journal for every bad thought or feeling of inadequacies they might experience, they must write two great things about themselves. They must stay committed to the process. And if they seem at loss for ideas, they are encouraged to ask family and friends to help develop even more lists of positive aspects of his/her self. It is my theory that an investigated, informed process will further enhance the actual art made. Busy learning about self–actively drawing self-leads to a more actualized self image.
I will be the student for this autoethnographic study. I am putting myself in place of the student. I will follow the same steps stated above. I will also have my artwork critiqued by art teachers, family and friends. This will allow me to experience critique, understand the process, with all of its hesitations and apprehensions, and reflect on the outcome. These steps are critical for understanding my students actions, reactions, creativity, and problem solving. And to evaluate if this self-portrait program, bolsters actualized [true] self-image.
1. metaphor self-portrait [superhero animal representation]
2. altered/distorted - building up a spirit of humor, acceptance, and a willingness to share with others. With a new sense of community and shared positive experiences, the final self-portrait art problem will be more accessible and lighten some apprehensions that would normally arise. Question: Do we ever see ourselves in distorted rather untrue ways? What causes that and how can we change it?
3. Folk/Outsider – This allows students opportunity to embrace ethnicity, culture, interests, special challenges faced in life, even feelings and emotions in their work.
4. Realism-Students as well as some teacher/artists do not like to attempt this process for fear of failure, failure to render a true likeness, failure to sustain interest, failure to be accepted or liked by peers (critique), and worry of harsh criticism. (vulnerability)
Alongside the art assignments, students are encouraged to investigate self, likes, strengths, skills, dreams, animal facts, superhero characters, and along with the realism process, students will be encouraged to journal for every bad thought or feeling of inadequacies they might experience, they must write two great things about themselves. They must stay committed to the process. And if they seem at loss for ideas, they are encouraged to ask family and friends to help develop even more lists of positive aspects of his/her self. It is my theory that an investigated, informed process will further enhance the actual art made. Busy learning about self–actively drawing self-leads to a more actualized self image.
I will be the student for this autoethnographic study. I am putting myself in place of the student. I will follow the same steps stated above. I will also have my artwork critiqued by art teachers, family and friends. This will allow me to experience critique, understand the process, with all of its hesitations and apprehensions, and reflect on the outcome. These steps are critical for understanding my students actions, reactions, creativity, and problem solving. And to evaluate if this self-portrait program, bolsters actualized [true] self-image.
Tuesday, September 10, 2013
This is the penned work of the superhero animal self-portrait (read previous posts to get up to speed).
And this is the colored pencil/colored marker stage:
The final stage will incorporate comic book text, captions and information about the character. This will be posted when completed.
Students gain understanding of initial/foundational drawing (development), drawing with pen and ink (control), working with colored pencils and colored markers (expression), and the final step incorporates Photoshop (execution). Goal: Developing diverse skill sets in students.
Students gain understanding of initial/foundational drawing (development), drawing with pen and ink (control), working with colored pencils and colored markers (expression), and the final step incorporates Photoshop (execution). Goal: Developing diverse skill sets in students.
So In Response...
So in response to my previous post, I began thinking about self-portraiture and the varied ways I have introduced this subject to my students. There are many method for tackling this subject. One way is through assemblages. Joseph Cornell used found objects, placed purposely within boxes to exemplify "self" and "others." Abstraction is a great way to move around the "representation" of self, but for my research I am going to stay within the confines of drawing. Three modes: metaphor (animal-superhero), distorted "fun house" face, and realism.
Upon reflection of the three approaches to self-representation, I felt that the superhero animal (metaphoric) approach the best ice breaker. In this assignment to myself, I had to research the animal, research comic book heroes, and write up an identity for my character. The identity incorporates superhero stuff, animal characteristics, but also personal things about myself. It also addresses my self perception. This is a great way to start; it allows for moments of humor, alongside creativity in rendering the animal/superhero. It gave me a moment to think on my "superhero" favorite as a child. I loved Wonder Woman. She is beautiful, strong, and has brown hair. It seems most women are represented with long, flowing blonde hair. She also has the lasso of truth (truth being everything), and she has an awesome invisible plane. So I am Wonder Woman (of sorts) in my superhero persona.
K. Hsieh (2012) posited, "If we [educators] provide students with a meaningful learning experience and knowledge, they will learn effectively, engage actively, and think critically" (p. 46). Art Education publication.
I also thought about animals. I love apes, chimps, and monkeys. But I didn't feel they represented me or at least the perceived me. I thought about the Hippo. No kidding–the hippo. They are big, love the water, can be fast for short sprints, aren't really social (solitary animals), are generally looked upon as cute and friendly; after all, they give free rides to birds. But in actuality they are ferocious. Wow, I found my animal. All of my life, I have been seen by others as a push over (I'm not really-just quiet). I yearned to be ferocious if necessary, but lacked the understanding of timing. Hippos go along with the flow but will rock and even turn over the boat if necessary. Issues, life issues, confidence issues, body image issues...a bundle of issues, that's me in a nutshell. So I am confronting those issues by presenting myself in a larger than life animal representation with a childhood superhero persona.
Rough draft: (initial pencil drawing):
Upon reflection of the three approaches to self-representation, I felt that the superhero animal (metaphoric) approach the best ice breaker. In this assignment to myself, I had to research the animal, research comic book heroes, and write up an identity for my character. The identity incorporates superhero stuff, animal characteristics, but also personal things about myself. It also addresses my self perception. This is a great way to start; it allows for moments of humor, alongside creativity in rendering the animal/superhero. It gave me a moment to think on my "superhero" favorite as a child. I loved Wonder Woman. She is beautiful, strong, and has brown hair. It seems most women are represented with long, flowing blonde hair. She also has the lasso of truth (truth being everything), and she has an awesome invisible plane. So I am Wonder Woman (of sorts) in my superhero persona.
K. Hsieh (2012) posited, "If we [educators] provide students with a meaningful learning experience and knowledge, they will learn effectively, engage actively, and think critically" (p. 46). Art Education publication.
I also thought about animals. I love apes, chimps, and monkeys. But I didn't feel they represented me or at least the perceived me. I thought about the Hippo. No kidding–the hippo. They are big, love the water, can be fast for short sprints, aren't really social (solitary animals), are generally looked upon as cute and friendly; after all, they give free rides to birds. But in actuality they are ferocious. Wow, I found my animal. All of my life, I have been seen by others as a push over (I'm not really-just quiet). I yearned to be ferocious if necessary, but lacked the understanding of timing. Hippos go along with the flow but will rock and even turn over the boat if necessary. Issues, life issues, confidence issues, body image issues...a bundle of issues, that's me in a nutshell. So I am confronting those issues by presenting myself in a larger than life animal representation with a childhood superhero persona.
Rough draft: (initial pencil drawing):
This Is What I'm Talking About...
Great quote: V. Grube (2012) posited, "If you are not truthful to the world about who you are and what you are, your art will stink of falseness" (p. 41). This is what I am talking about. As an artist and educator, if I do not research and push myself to understand my personal apprehensions toward self-portraiture in my own work, how can I expect commitment from my students? How can I help alleviate reluctance or fear experienced by my students if I am not willing to expose myself to the same analysis, critique, and process? I must–I do not want to stink of falseness! According to K.L. Cummings (2012), "The introduction of [self] portraiture is overwhelming and intimidating for many students" (p. 20). –NAEA Art Education publication.
Friday, September 6, 2013
Concept Map
This is my Concept Map for my research. As you can see, it is very cyclical (good or bad?).
And this is the finalized version of my previously posted rough of my Model Design. Both of these processes are taken from J. A. Maxwell's, Qualitative Research Design: An Interactive Approach.
Thursday, September 5, 2013
Day One: Freaking out! What is my thesis? What is important to me? How will I substantiate my findings? OMG!
Day Two: Although this is posting on Day Three, this is my "brainstorming session" on day two. I am pleased with the direction for my study as a result of this exercise. Happy camper!
Day Three: Constructing a Design Model - Rough...
This rough includes five components and is based on the model found in Qualitative Research Design: An Interactive Approach, written by Joseph Maxwell. The five components are Research Questions, Goals, Conceptual Framework, Methods, and Validity.
Take note: drawings/artwork to follow later as I develop my thesis.
Day Two: Although this is posting on Day Three, this is my "brainstorming session" on day two. I am pleased with the direction for my study as a result of this exercise. Happy camper!
Day Three: Constructing a Design Model - Rough...
Take note: drawings/artwork to follow later as I develop my thesis.
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