Assignment 2 - Coding and Decoding Images
Phase 1 - Sequence Narrative
by Tonia Clark
Who?
Dr. Teague, retired architect
Where?
Philadelphia
What?
Reminisces about life and career during vacation.
But?
He is coping with loss of loved ones.
So?
Visits memorable places.
Then?
Finds acceptance and inner-peace.
Dr. Teague, retired architect
Where?
Philadelphia
What?
Reminisces about life and career during vacation.
But?
He is coping with loss of loved ones.
So?
Visits memorable places.
Then?
Finds acceptance and inner-peace.
The Forever Fountain
This was Dr. David Teague’s first time back in Philadelphia after he made a promise to Helen that he would go back and someday visit. During a family vacation, he decided to take his grandchildren to see all of the statues he was responsible for designing around the city. While the family went to get ice cream, he sat down and began to reflect on his life.
Only six months had passed since David lost his beloved wife of 40 years, Helen, to breast cancer. The couple met while attending Philadelphia College as students. She loved the arts and decided upon an English major to learn everything she could about written language and culture. He majored in architecture and always joked with her that he was going to one day design a statue that would be visited by people from all around the world. He could still recall the first time he saw her diligently studying in the library and after a few more times gained the courage to strike up a casual conversation. He asked her out and the rest is history.
They decided to marry right after college in a small wedding that was attended by close family and friends. She found employment at a local high school to teach English and was welcomed and loved by everyone. He landed a job at Bergman Associates and began his career as an architect. A few years later he was promoted to Senior Project Architect. The job was demanding and required many hours of extra work but Helen was supportive and encouraged David to do his best.
As David progressed in his career, he teamed with another lead architect, Charles, and together they were responsible for designing a statue in downtown Philadelphia. The pair instantly got along well at work and their families eventually became friends. At the unveiling of the masterpiece designed by David and Charles, accolades filled the room as they were honored for their accomplishment. They continued to design other sculptures around the city but “The Forever Fountain” remained his first and favorite. One evening after work, David and Charles went out for drinks to discuss another upcoming project. In the past, the friends had always been able to resolve their differences, but somehow were unable to do so this time. The last thing David remembers is Charles storming out of the restaurant in anger.
By the time David arrived home, Helen frantically met him at the door and revealed devastating news that Charles had been in a fatal car accident. David was overcome with grief and never stopped blaming himself for Charles’ death. Helen often told David that it was not his fault and needed to find a way to come to terms and instead focus on the wonderful friendship he and Charles shared. Working at Bergman became unbearable and he soon resigned and decided to move Helen and their two children to Maryland.
On the last day, David returned to the “Forever Fountain” alone and walked around some of the streets he and Helen strolled together so many times before. After another emotional hour, he finally forgave himself for the loss of his friend. Before leaving, he stood up with a smile on his face, gazed at the sculpture and then to the sky and said, “This is for you Helen and I am forever grateful.”
This was Dr. David Teague’s first time back in Philadelphia after he made a promise to Helen that he would go back and someday visit. During a family vacation, he decided to take his grandchildren to see all of the statues he was responsible for designing around the city. While the family went to get ice cream, he sat down and began to reflect on his life.
Only six months had passed since David lost his beloved wife of 40 years, Helen, to breast cancer. The couple met while attending Philadelphia College as students. She loved the arts and decided upon an English major to learn everything she could about written language and culture. He majored in architecture and always joked with her that he was going to one day design a statue that would be visited by people from all around the world. He could still recall the first time he saw her diligently studying in the library and after a few more times gained the courage to strike up a casual conversation. He asked her out and the rest is history.
They decided to marry right after college in a small wedding that was attended by close family and friends. She found employment at a local high school to teach English and was welcomed and loved by everyone. He landed a job at Bergman Associates and began his career as an architect. A few years later he was promoted to Senior Project Architect. The job was demanding and required many hours of extra work but Helen was supportive and encouraged David to do his best.
As David progressed in his career, he teamed with another lead architect, Charles, and together they were responsible for designing a statue in downtown Philadelphia. The pair instantly got along well at work and their families eventually became friends. At the unveiling of the masterpiece designed by David and Charles, accolades filled the room as they were honored for their accomplishment. They continued to design other sculptures around the city but “The Forever Fountain” remained his first and favorite. One evening after work, David and Charles went out for drinks to discuss another upcoming project. In the past, the friends had always been able to resolve their differences, but somehow were unable to do so this time. The last thing David remembers is Charles storming out of the restaurant in anger.
By the time David arrived home, Helen frantically met him at the door and revealed devastating news that Charles had been in a fatal car accident. David was overcome with grief and never stopped blaming himself for Charles’ death. Helen often told David that it was not his fault and needed to find a way to come to terms and instead focus on the wonderful friendship he and Charles shared. Working at Bergman became unbearable and he soon resigned and decided to move Helen and their two children to Maryland.
On the last day, David returned to the “Forever Fountain” alone and walked around some of the streets he and Helen strolled together so many times before. After another emotional hour, he finally forgave himself for the loss of his friend. Before leaving, he stood up with a smile on his face, gazed at the sculpture and then to the sky and said, “This is for you Helen and I am forever grateful.”
Phase 2 - My Sequence
Reflection
I am still amazed at how much art we are exposed to in our everyday lives and the importance of recognizing and appreciating its elements and principles. This assignment was enjoyable and I found pleasure selecting photos for my sequence. It was a bit challenging to narrow the photos to eight pictures and choose those that could convey a message. However, it was interesting to think how students would interpret the images for themselves.
After having worked at the elementary level as a media specialist for numerous years, I knew right away that kindergarten and first grade students study plants and could benefit from this particular sequence. These images could be used to support the Georgia Performance Standards for Visual Arts and Science throughout the curriculum for all grade levels K-12. Some examples of how the sequence could benefit students and correlate to the standards are as follows:
Visual Arts Standards
VAMC.1: Engages in the creative process to generate and visualize ideas.
VAMC.2: Formulate personal responses.
VAMC.3: Selects and uses subject matter, symbols and/or ideas to communicate meaning.
VAAR.1: Discusses his or her own artwork and the artwork of others.
It is remarkable that the “Learning to Look Technique” can be applied with students as young as kindergarten and first grade. At the kindergarten level, students can be taught how to use pictures to tell a story and begin to verbally express their individual ideas, thoughts, and feelings. Students continue to build their knowledge of this skill expanding in the next grade levels. Second graders could use the images to produce multiple interpretations and write their own narratives. Older students in 3rd – 5th grade could create their own sketches and visual images and use art of elements and principles terminology to describe them. Middle schools students can use images to enhance creative thinking skills by visualizing new ideas through mental and visual imagery. Finally, high school students could use visuals to solve artistic problems through formal discussion and interaction with peers. They should also be able to recognize their own artistic voice.
Science Standards
SKL1: Students will sort living organisms and non-living materials into groups by observable physical attributes.
SKL2: Students will compare the similarities and differences in groups of organisms.
S1L1: Students will investigate the characteristics and basic needs of plants and animals.
S2L1: Students will investigate the life cycles of different living organisms.
S3E1: Students will investigate the physical attributes of rocks and soils.
S4L1: Students will describe the roles of organisms and the flow of energy with an ecosystem.
S6E5: Students will investigate the scientific view of how the earth’s surface is formed.
SB2.: Students will analyze how biological traits are passed on to successive generations.
These images could be used by K-12 students as they learn about plants, organisms, soil, and ecosystems in science classes. Students in kindergarten through 2nd grade learn to classify plants and animals as living or non-living organisms. They also discover the physical attributes, basic needs and life cycles of plants and animals. By 3rd grade, students begin to explore rocks and soils while fourth graders study organisms and ecosystem. These science investigations continue in forthcoming grade levels. As an activity, students could demonstrate an understanding of these concepts by creating their own sequence and discuss it with peers.
In closing, there are many additional ways educators can help students can become visual literate. However, I feel that students will benefit the most when visual literacy is used across the curriculum in all subjects. This makes it meaningful for students and allows them to see that art is everywhere.
After having worked at the elementary level as a media specialist for numerous years, I knew right away that kindergarten and first grade students study plants and could benefit from this particular sequence. These images could be used to support the Georgia Performance Standards for Visual Arts and Science throughout the curriculum for all grade levels K-12. Some examples of how the sequence could benefit students and correlate to the standards are as follows:
Visual Arts Standards
VAMC.1: Engages in the creative process to generate and visualize ideas.
VAMC.2: Formulate personal responses.
VAMC.3: Selects and uses subject matter, symbols and/or ideas to communicate meaning.
VAAR.1: Discusses his or her own artwork and the artwork of others.
It is remarkable that the “Learning to Look Technique” can be applied with students as young as kindergarten and first grade. At the kindergarten level, students can be taught how to use pictures to tell a story and begin to verbally express their individual ideas, thoughts, and feelings. Students continue to build their knowledge of this skill expanding in the next grade levels. Second graders could use the images to produce multiple interpretations and write their own narratives. Older students in 3rd – 5th grade could create their own sketches and visual images and use art of elements and principles terminology to describe them. Middle schools students can use images to enhance creative thinking skills by visualizing new ideas through mental and visual imagery. Finally, high school students could use visuals to solve artistic problems through formal discussion and interaction with peers. They should also be able to recognize their own artistic voice.
Science Standards
SKL1: Students will sort living organisms and non-living materials into groups by observable physical attributes.
SKL2: Students will compare the similarities and differences in groups of organisms.
S1L1: Students will investigate the characteristics and basic needs of plants and animals.
S2L1: Students will investigate the life cycles of different living organisms.
S3E1: Students will investigate the physical attributes of rocks and soils.
S4L1: Students will describe the roles of organisms and the flow of energy with an ecosystem.
S6E5: Students will investigate the scientific view of how the earth’s surface is formed.
SB2.: Students will analyze how biological traits are passed on to successive generations.
These images could be used by K-12 students as they learn about plants, organisms, soil, and ecosystems in science classes. Students in kindergarten through 2nd grade learn to classify plants and animals as living or non-living organisms. They also discover the physical attributes, basic needs and life cycles of plants and animals. By 3rd grade, students begin to explore rocks and soils while fourth graders study organisms and ecosystem. These science investigations continue in forthcoming grade levels. As an activity, students could demonstrate an understanding of these concepts by creating their own sequence and discuss it with peers.
In closing, there are many additional ways educators can help students can become visual literate. However, I feel that students will benefit the most when visual literacy is used across the curriculum in all subjects. This makes it meaningful for students and allows them to see that art is everywhere.