It was challenging to get clear answers from Mr. Fenton, because his wife Barb really enjoyed answering for him. 81 year old George and 79 year old Barbara have been married for 61 years, and are still as vibrant as ever. George started out working and painting on the floor of an friend's warehouse, and later worked out of the garage of the couple's second home before he finally had his own studio and sign shop for 17 years in Newark, Ohio.
When I asked how he would market himself as an artist, Barb but in and said "has been," George then emphasized that he does still practice, he sketches almost daily, and still paints when he can. "But don't call me a painter," George said, "because then I always get people who ask me to come over and paint their walls and fences and such." When asked about how he supported his artwork financially, Barb leaned forward with a giggle and said "Me." And George agreed that it was because of Barb's steady job that allowed him to pursue art. To this she added, "he would never have gone to school if it weren't for me." To which he just grunted. George said that his biggest problem in getting his artwork done, was getting it started in the first place. He added that it's good to have someone around to give you a little push.
To the question, "What type of person buys your art?" George responded' "Someone who is interested in real life, not perspective." He also added that he most definitely didn't like to do things to suit other people, this question led into a story about how he had once painted a portrait of his nephew, a realistic portrait. George said that he simply painted what he saw, and when he gifted it to the boys mother, she said that she didn't want it, because George had painted her son to look like a demon. Barb and George laughed again. Barb piped in and said that "George isn't the least bit interested in abstract." To this they laughed and then George added, "they can take abstract and stick it where the sun don't shine."
When asked to define an aesthetic experience, George said “That just means looking at something.” The aesthetic experiences that relate to George’s work are those of the everyday. George says that his work interests those who are interested in real life, not idealistic stuff. George said that his greatest reward as an artist was seeing enjoyment in people's faces when they saw his work. George also added that when he was a boy, his dad used to hide George's drawings in his dresser drawer and show them off to his buddies when they came over to play cards. A strange form of endearment, but endearment nonetheless. To artists who are just starting out, George gave this bit of advice, " Don't quit. When you're working, get up and walk away and look it again later. If you just keep messing with things you'll just ruin it; what you think looks awful today, might look perfect in the morning."
When I asked how he would market himself as an artist, Barb but in and said "has been," George then emphasized that he does still practice, he sketches almost daily, and still paints when he can. "But don't call me a painter," George said, "because then I always get people who ask me to come over and paint their walls and fences and such." When asked about how he supported his artwork financially, Barb leaned forward with a giggle and said "Me." And George agreed that it was because of Barb's steady job that allowed him to pursue art. To this she added, "he would never have gone to school if it weren't for me." To which he just grunted. George said that his biggest problem in getting his artwork done, was getting it started in the first place. He added that it's good to have someone around to give you a little push.
To the question, "What type of person buys your art?" George responded' "Someone who is interested in real life, not perspective." He also added that he most definitely didn't like to do things to suit other people, this question led into a story about how he had once painted a portrait of his nephew, a realistic portrait. George said that he simply painted what he saw, and when he gifted it to the boys mother, she said that she didn't want it, because George had painted her son to look like a demon. Barb and George laughed again. Barb piped in and said that "George isn't the least bit interested in abstract." To this they laughed and then George added, "they can take abstract and stick it where the sun don't shine."
When asked to define an aesthetic experience, George said “That just means looking at something.” The aesthetic experiences that relate to George’s work are those of the everyday. George says that his work interests those who are interested in real life, not idealistic stuff. George said that his greatest reward as an artist was seeing enjoyment in people's faces when they saw his work. George also added that when he was a boy, his dad used to hide George's drawings in his dresser drawer and show them off to his buddies when they came over to play cards. A strange form of endearment, but endearment nonetheless. To artists who are just starting out, George gave this bit of advice, " Don't quit. When you're working, get up and walk away and look it again later. If you just keep messing with things you'll just ruin it; what you think looks awful today, might look perfect in the morning."
Yes, No, Maybe.
This particular sculpture is called L.O.V.E. by Maurizio Cattelan from 2010. It Is a carrara Marble figure, that was situated in Milan’s Piazza Affari, right in front of the Italian stock exchange building. It was only tolerated for 10 days, and the ordered to be removed, because it was a provocative sculpture in a public space.
I think the ideal audience for this item/phenomenon would probably be a senior level high school art class, either drawing, 3d sculpture or a ceramics studio. And even with this particular age group, as an educator, showing something like this could be incredibly risky, an educator would have to have a solid understanding of the students, and be certain that the students in the class would be receptive, and not only feel offended by the material.
As a high school student I was never informed of contemporary art at all throughout my high school career, and I was not well informed coming into the school of art because of this. Informing students about contemporary arts, and showing examples of contemporary art and artists could really benefit students and their understanding of the extent to which they can express and visually represent their beliefs, ideas, and personal experiences. Being shown examples of contemporary, meaningful, well crafted and intentional art works has the potential to help encourage students to desire to experience more meaningful, well crafted and intentional personal art making.
This specific sculpture would be a maybe dependent upon the particular group of students, however contemporary examples as a whole would be a yes.
I think the ideal audience for this item/phenomenon would probably be a senior level high school art class, either drawing, 3d sculpture or a ceramics studio. And even with this particular age group, as an educator, showing something like this could be incredibly risky, an educator would have to have a solid understanding of the students, and be certain that the students in the class would be receptive, and not only feel offended by the material.
As a high school student I was never informed of contemporary art at all throughout my high school career, and I was not well informed coming into the school of art because of this. Informing students about contemporary arts, and showing examples of contemporary art and artists could really benefit students and their understanding of the extent to which they can express and visually represent their beliefs, ideas, and personal experiences. Being shown examples of contemporary, meaningful, well crafted and intentional art works has the potential to help encourage students to desire to experience more meaningful, well crafted and intentional personal art making.
This specific sculpture would be a maybe dependent upon the particular group of students, however contemporary examples as a whole would be a yes.
Personal Aesthetics Essay
Coming soon!
Field Experience Lessons
Lesson Plans for Learning Segment
Saturday Art Week 1 Lesson Plan October 18, 2014
Overview
Central Focus: “When we work together, we can do big things.”
Method: Students will each create an individual puzzle piece on poster board, after all are finished, students will work together to assemble the large collaborative puzzle on the wall.”
Using Postmodern Principles: Playing and Forming Self
Week #1 Central Focus: Learn about how working together is helpful to us and how we can work together in the classroom and in everyday ways.
Student Learning Outcomes:
1. Students will explore playing and forming self by having free reign over what they would like to draw and create on their puzzle piece.
2. Students will learn about how they work together by helping one another piece the large puzzle together.
3. Students will discuss real life ways that they can work together with their friends, parents and siblings.
4. Students will be introduced to the concept of working on one piece of art together, by combining all of their work into one large one.
5. Ohio Visual Arts Standards
Activities/Sequencing:
1. Students will spend first 15 minutes of class making their name tags
2. Students will spend next 15- 20 minutes having snack and discussing the Artist Tim Kelly and discussing ways in which we can work together.
3. Puzzle project explanation from Sarah.
4. Students will spend seat work time drawing, and decorating their puzzle pieces.
5. Students will all work together with Sarah to piece the puzzle together on the wall.
6. Students will listen to music for inspiration during seat work
7. Students will spend the rest of time beginning work on the class mural with crayons, pastels, and markers.
Evaluation/Critique:
At the end of the class discussion, we had agreed as a class that working together is good, and we can work together by helping each other everyday.
Educator Reflection/Self-Assessment
This lesson went very well, the students were all active and engaged in discussion. They thought of many personal examples of ways in which they could work together in everyday life. And during their work time, they were all active, worked hard and each completed their own personal puzzle piece. A few students even noticed that their pieces matched up and work together to make the colors match while drawing on the floor, before even pinning up the puzzle.
Saturday Art Week 2 Lesson Plan October 25, 2014
Overview:
Central Focus: “We all have similarities and differences. ”
Method: Students learned how to slip and score and shape clay, and connect pieces together; they also learned to talk about their similarities and differences.
Using Postmodern Principles: ‘Playing’ and ‘Forming Self’
Week 2 Central Focus: Connection: We all have similarities and differences.
Student Learning Outcomes:
Activities/Sequencing:
Evaluation/Critique:
At the end of the class time, we had the students re assemble to pizza and all stand around the table. Each student then went around and shared one of their favorite things that they made into a topping and put on their piece.
Educator Reflection/Self-Assessment:
In preparation for the class time and project, I had pre-made a clay pizza and cut it into 14 pieces. This way, each student could hit the ground running and just begin making and attaching their toppings. For the toppings, I had wedged and kneaded 14 balls of clay, so that the clay would be soft and malleable for the students to shape and sculpt with. At the beginning of class time, we warmed up with a clay ornament project, and for this, I pre rationed out 14 small balls of clay, that I kneaded and wedged for the student ahead of time. It was important that the clay be soft so that students could shape it into their desired shape. I also made a powerpoint about the clay firing process and the stages of the clay’s dryness. I had examples of each state for the students to feel so that they would be engaged. Overall preparation was successful.
I did a demo for the ornament project, and then another for the process of slipping and scoring. The students pretty much free reign over the ornament project, but the pizza project was more focused. The students really grasped the process of slipping and scoring and did a wonderful job of using their new knowledge in each of their own projects. We made the mistake of not grabbing enough forks for students to use to score, but this ended up being an opportunity to share, and the students we’re quick to share and help one another by passing forks back and forth.
Clean up was not bad, we had used individual paper placemats for the students so that clay would not get all over the tables. At the end, they were few water spills, and all we had to do was throw away the placemats, store work, and wipe down the tables.
Saturday Art Week 1 Lesson Plan October 18, 2014
Overview
Central Focus: “When we work together, we can do big things.”
Method: Students will each create an individual puzzle piece on poster board, after all are finished, students will work together to assemble the large collaborative puzzle on the wall.”
Using Postmodern Principles: Playing and Forming Self
Week #1 Central Focus: Learn about how working together is helpful to us and how we can work together in the classroom and in everyday ways.
Student Learning Outcomes:
1. Students will explore playing and forming self by having free reign over what they would like to draw and create on their puzzle piece.
2. Students will learn about how they work together by helping one another piece the large puzzle together.
3. Students will discuss real life ways that they can work together with their friends, parents and siblings.
4. Students will be introduced to the concept of working on one piece of art together, by combining all of their work into one large one.
5. Ohio Visual Arts Standards
- 1PR Explore and experiment with a range of art materials and tools to create and communicate personal meaning.
- 6PR Collaborate with others to create a work of art that addresses an interdisciplinary theme.
Activities/Sequencing:
1. Students will spend first 15 minutes of class making their name tags
2. Students will spend next 15- 20 minutes having snack and discussing the Artist Tim Kelly and discussing ways in which we can work together.
3. Puzzle project explanation from Sarah.
4. Students will spend seat work time drawing, and decorating their puzzle pieces.
5. Students will all work together with Sarah to piece the puzzle together on the wall.
6. Students will listen to music for inspiration during seat work
7. Students will spend the rest of time beginning work on the class mural with crayons, pastels, and markers.
Evaluation/Critique:
At the end of the class discussion, we had agreed as a class that working together is good, and we can work together by helping each other everyday.
Educator Reflection/Self-Assessment
This lesson went very well, the students were all active and engaged in discussion. They thought of many personal examples of ways in which they could work together in everyday life. And during their work time, they were all active, worked hard and each completed their own personal puzzle piece. A few students even noticed that their pieces matched up and work together to make the colors match while drawing on the floor, before even pinning up the puzzle.
Saturday Art Week 2 Lesson Plan October 25, 2014
Overview:
Central Focus: “We all have similarities and differences. ”
Method: Students learned how to slip and score and shape clay, and connect pieces together; they also learned to talk about their similarities and differences.
Using Postmodern Principles: ‘Playing’ and ‘Forming Self’
Week 2 Central Focus: Connection: We all have similarities and differences.
Student Learning Outcomes:
- Students will learn what similarities and differences are.
- Students will learn that we all have similarities and differences.
- Students will practice reflection by discussing one of the “favorite things” that they put on their clay pizza piece at the end of class.
- Students will practice slipping and scoring with clay pieces.
- Ohio Visual Arts Standards
- 5PE Identify and name materials used in visual art.
- 6PE Recognize and point out basic elements of art in their own artworks and that of others.
- 6PR Create artwork that explores a central theme across disciplines.
Activities/Sequencing:
- 10:10- Presentation about how clay is fired and demo on how to make a clay ornament.
- 10:25- Outside game to discover similarities and differences, snack time accompanied with artist presentation and discussion.
- 10:50-Introduce Pizza project, demo on slipping and scoring and then seat work.
- 11:20- short reflection time, students each tell the group about one of the “favorite things” they put as a topping on their pizza piece.
- 11:30-Mural time, free drawing with markers and crayons.
- 11:45-Clean up
- 11:55- Back to foyer.
Evaluation/Critique:
At the end of the class time, we had the students re assemble to pizza and all stand around the table. Each student then went around and shared one of their favorite things that they made into a topping and put on their piece.
Educator Reflection/Self-Assessment:
In preparation for the class time and project, I had pre-made a clay pizza and cut it into 14 pieces. This way, each student could hit the ground running and just begin making and attaching their toppings. For the toppings, I had wedged and kneaded 14 balls of clay, so that the clay would be soft and malleable for the students to shape and sculpt with. At the beginning of class time, we warmed up with a clay ornament project, and for this, I pre rationed out 14 small balls of clay, that I kneaded and wedged for the student ahead of time. It was important that the clay be soft so that students could shape it into their desired shape. I also made a powerpoint about the clay firing process and the stages of the clay’s dryness. I had examples of each state for the students to feel so that they would be engaged. Overall preparation was successful.
I did a demo for the ornament project, and then another for the process of slipping and scoring. The students pretty much free reign over the ornament project, but the pizza project was more focused. The students really grasped the process of slipping and scoring and did a wonderful job of using their new knowledge in each of their own projects. We made the mistake of not grabbing enough forks for students to use to score, but this ended up being an opportunity to share, and the students we’re quick to share and help one another by passing forks back and forth.
Clean up was not bad, we had used individual paper placemats for the students so that clay would not get all over the tables. At the end, they were few water spills, and all we had to do was throw away the placemats, store work, and wipe down the tables.