Monday, 3 February 2025
POTTERY MAKING
Saturday, 15 July 2023
HYDRO DIPPING ART
Hydro dipping is also regarderd as a craft technique that originated in the US, hydrographic dipping (shorted to hydro printing) is popular with young people as it’s a fun way to personalise their belongings like trainers and mobile phone cases. It involves dipping 3D items into a container of water that has colour in it either from spray paints or hydro-dipping films.
It's a craft with the wow-factor that gives professional results – people won’t believe you did it at home. The aesthetic is similar to tie-dye, marbling and acrylic pouring.
THE PROCESS;
- If you have to set up indoors, open as many windows and doors as possible and nearby furniture with plastic sheeting.
- Make sure to keep children and pets away from the area while you paint.
NOTE: The images attached to this writeup are the pictures of one of my creative Art students carrying out the Hydro dipping art, using a sparkling white Sneakers as the surface to work on.
...Abiola M. Samson,
*Cambridge Certified Art and Design Educator
*Ohio State University, U.S.A Trained Teacher,
*Official Judge, World COBIS Art Contest
*British Council Trained Teacher
Tuesday, 11 July 2023
DECORATIVE MIRROR ART
You can find decorative mirror art in various styles such as elaborate decorative framed mirrors, delicate water drops mirrors and wavy frameless mirrors.
Saturday, 13 May 2023
SURREALISM
Characteristics
In the poetry of Breton, Paul Éluard, Pierre Reverdy, and others, Surrealism manifested itself in a juxtaposition of words that was startling because it was determined not by logical but by psychological—that is, unconscious—thought processes. Surrealism’s major achievements, however, were in the field of painting. Surrealist painting was influenced not only by Dadaism but also by the fantastic and grotesque images of such earlier painters as Hieronymus Bosch and Francisco Goya and of closer contemporaries such as Odilon Redon, Giorgio de Chirico, and Marc Chagall. The practice of Surrealist art strongly emphasized methodological research and experimentation, stressing the work of art as a means for prompting personal psychic investigation and revelation. Breton, however, demanded firm doctrinal allegiance. Thus, although the Surrealists held a group show in Paris in 1925, the history of the movement is full of expulsions, defections, and personal attacks.
Surrealist artists
With its emphasis on content and free form, Surrealism provided a major alternative to the contemporary, highly formalistic Cubist movement and was largely responsible for perpetuating in modern painting the traditional emphasis on content. The work of major Surrealist painters is too diverse to be summarized categorically. Each artist sought his or her own means of self-exploration. Some single-mindedly pursued a spontaneous revelation of the unconscious, freed from the controls of the conscious mind, while others, notably the Catalan painter Joan Miró (though he never officially joined the group), used Surrealism as a liberating starting point for an exploration of personal fantasies, conscious or unconscious, often through formal means of great beauty.
A range of possibilities falling between the two extremes can be distinguished. At one pole, exemplified at its purest by the works of the French artist Jean Arp, the viewer is confronted with images, usually biomorphic, that are suggestive but indefinite. As the viewer’s mind works with the provocative image, unconscious associations are liberated, and the creative imagination asserts itself in a totally open-ended investigative process. To a greater or lesser extent, the German artist Max Ernst, French painter André Masson, and Miró also followed this approach, variously called organic, emblematic, or absolute Surrealism.
At the other pole the viewer is confronted by a world that is completely defined and minutely depicted but that makes no rational sense: fully recognizable, realistically painted images are removed from their normal contexts and reassembled within an ambiguous, paradoxical, or shocking framework. The work aims to provoke a sympathetic response, forcing the viewer to acknowledge the inherent “sense” of the irrational and logically inexplicable. The most direct form of this approach was taken by Belgian artist René Magritte in simple but powerful paintings such as that portraying a normal table setting that includes a plate holding a slice of ham, from the centre of which stares a human eye. Spanish artist Salvador Dalí, French painter Pierre Roy, and Belgian artist Paul Delvaux rendered similar but more complex alien worlds that resemble compelling dreamlike scenes.
French-born American painter Yves Tanguy’s style was somewhere between the two poles. He often painted with painstaking detail ambiguous forms, which resemble marine invertebrates or sculpturesque rock formations, and set them in ba
Surrealist techniques
A number of specific techniques were devised by the Surrealists to evoke psychic responses. Among these were frottage (rubbing with graphite over wood or other grained substances) and grattage (scraping the canvas)—both developed by Ernst to produce partial images, which were to be completed in the mind of the viewer. Other methods include automatic drawing, a spontaneous, uncensored recording of chaotic images that “erupt” into the consciousness of the artist, and “exquisite corpse,” whereby an artist draws a part of the human body (a head, for example), folds the paper to hide his or her contribution, and passes it to the next artist, who adds the next part (a torso, perhaps), and so on, until a collective composition is complete. Surrealists also used found objects to create assemblies that feature familiar items in unfamiliar conjunctions. The German-born Swiss artist Meret Oppenheim used this method to great effect with her best-known piece, Object (1936), a fur-covered cup, saucer, and spoon.rren, brightly lit landscapes that have an infinite horizon.
Ohio State University, U.S.A Trained Art Teacher
Official Judge for World COBIS Art Contest
Cambridge Certified Art and Design Teacher
Thursday, 4 May 2023
A REFLECTIVE TEACHER AND TEACHING
A REFLECTIVE TEACHER; Being reflective as a 21st century teacher is not limited to certain
subject or area of specialization. It is very paramount to imbibe the reflective
teaching practice in other to be more effective and get the best out of you, as a teacher and your students.
Historically, Reflective practice was introduced in the late nineteenth century by Dewey, followed by other prominent scholars such as Schӧn, Kolb, and Gibbs (Rushton &Suter, 2012).
As Dewey (1933) argued, a reflective process starts with a perceived conflict in a context, continues with the interpretation of classroom activities and ends in making a decision regarding removing the problem. Gore and Zeichner (1991) proposed that reflection is thinking about an action in the context; therefore, teaching as a reflective practice comprises two processes:
1. Self-observation: in this process, teachers must consider their students’ needs, goals, interests, habits, lessons, and the time of the class.
2.Self-evaluation: teachers make a decision about their classes. According to Nikolov (2015), self-evaluation is the result of self and peer correction and helps learners to become more reflective in the learning process. In this process both teachers and learners are responsible.Learners evaluate themselves and their peers, and teachers evaluate everyone in the context. They can all gather together and discuss their reflections and the critical comments from the evaluation exercise. In this way, teachers can decide on the classroom context.
Therefore, reflective teachers are those who promote reflection as an essential tool in their classrooms and reflective practice is an interactive process
between a teacher and students. It is
not only about making the teacher a
better educator,but it is also about making the students aware of their learning processes.
Reflection is a fundamental
tenet of learning; it is also, therefore, a fundamental part of teaching.
Why it happens, is a
matter of humility. But how and when it happens–and with whom–is less
clear. This is partly because there are multiple sides to
reflection–length, width, and depth. A Z-axis.
To
reflect means to look back at how something ‘went,’ and see it for all of
its available parts and patterns: Causes and effects; comparisons and contrast;
strengths and weakness; its characteristics; how close it came to what you were
expecting; your emotions.
Meanwhile, Reflective teaching
is a practice of examining one's beliefs, methods, and impacts on students'
learning before, during, and after teaching.
.
Reflective teachers make adjustments in instruction based on critical
analysis and evidence of effectiveness. Reflective teaching helps
teachers avoid getting into a rut and improve their teaching quality
Reflective teaching is also a process whereby teachers reflect on their
teaching practices in order to examine the overall effectiveness of their
instructive approaches. Improvement or change in teaching methods may be
required, depending on the outcome of this analytical process, which is based
on critical reflection.
Teachers who explore their own teaching through critical reflection develop changes in attitudes and an awareness which they believe can benefit their professional growth as teachers, as well as improve the kind of support they provide to their students. The reflective teaching journal, is definitely an excellent tool for this pedagogical exploration.
How do you become a reflective
teacher?
Some ways you can become a reflective teacher include journaling on your teaching practices in order to examine the overall effectiveness of your instructive approaches. Implement improvements or changes after self-analysis of your teaching methodologies via SWOT analysis for example. (strengths, weaknesses, opportunities, and threats
What are the characteristics of a reflective teacher?
Some
characteristics of a reflective teacher include the ability to self-analyze,
identify their own strengths, weaknesses, objectives and threats, as well as
good time-management skills, organisation, patience, self-acceptance, and the
well for, and implementation of, self-improvement of self and teaching
practices.
Ohio State University, U.S.A Trained Art Teacher
Official Judge for World COBIS Art Contest
Cambridge Certified Art and Design Teacher