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Gabrielle
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Senior Studio Art Major at FSU and a student in the pathway Master Art Education program. Teaches art in many mediums from elementary to high school in Tallahassee.
- Drawing
- Painting
- Art and Design
- Plastic arts
- Drawing
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About Gabrielle
During high school I volunteered as a teaching assistant for my 2nd grade teacher Mrs.Sanders. I found that being able to help educate and inspire young minds was something that
was very rewarding to me. While in high school I also began to submit my artwork into local art shows and received 1st and 2nd place for all of my submissions. During my senior year I
encouraged my art teachers to bring the National Honors Art Society (NAHS) club back to our school and worked with them first hand to organize, plan, and help lead NAHS; now 3 years
later, the club continues to grow. After graduating high school, with Honor Roll achievements and with completing over a year worth of college level classes through dual enrollment and AP
courses, I knew that art education was something I wanted to pursue.
As an undergraduate, I have refined my artistic abilities through working with skilled professors and a variety of mediums such as oil paint, acrylic paint, watercolor paint, graphite, charcoal,
ceramics, ink, pens, colored pencils, and digital media. My professors have taught me new techniques, problem solving skills, how to view the world through an artistic lens, and how to be a successful independent practicing artist. I have also continued to tutor and teach a variety of students during my undergraduate studies. I view art and the creative process as a way to help myself work through my own thoughts and experiences and the journey of finding myself. As an artist, making art allows for me to feel like I am able to share these experiences with the world, and add even more beauty to it. Creating is therapeutic for me and pushes me to question my capabilities, surroundings, preconceived ideas, reality, and human experience.
I believe that the skills and expertise I have developed will help to better prepare and support my studies as a graduate student, and my career as an arts educator and practicing artist.
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About the lesson
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- English
All languages in which the lesson is available :
English
K-12 Art Lessons
My goals for my classroom are for it be a safe space for students to find their own voice and explore their creative minds. I also want to provide my students with as much knowledge and exposure to art as possible using a variety of techniques, mediums, and projects. I hope to give my students as many opportunities to create in the classroom and outside in the community.
I believe that as an art teacher, I can be a mentor and an advisor. I believe it is important for my students to feel safe in my classroom, and with me, so that they are able to explore their own thoughts and ideas through art. Often art and the creative process can be very personal and having a strong encouraging relationship with each of my students will help to inspire and
educate them in the best way that I can.
Success in my classroom will be shown through students expanding their knowledge on art and the creative process, as well as getting excited to create. A successful learning
environment will allow for my students to dive into their projects and create work that they are proud of. I hope for my classroom to promote my students to engage in successful and stimulating conversations about culture, while also demonstrating socials skills, knowledge, and problem solving skills that they can use in and out of the classroom.
Lesson Plan Example:
Drawing Lesson Plan
Title: Symbolic Self Portrait
Grade level: 9th-10th grade
Number of classes: Five 55 minute classes
Goal Statement:
During this lesson students will create a drawing of a symbolic self portrait. The goals of this
lesson are to:
● Teach students how to incorporate their interests and experiences into their artwork.
● Inspire students to express themselves and their personal identity through art.
● Teach students how to use symbolism to convey their ideas.
● Teach students the general techniques and rules for portraiture.
● Teach students how to use artistic problem solving skills and alternative approaches, in
order to incorporate their symbols and objects into their self portraits.
● Teach students how to effectively evaluate and discuss visual artwork.
● Teach students about Dada and Surrealism.
State and National Standards:
VA.912.C.2.2 - Assess the works of others, using established or derived criteria, to support
conclusions and judgments about artistic progress.
VA.912.C.2.4 - Classify artworks, using accurate art vocabulary and knowledge of art history to
identify and categorize movements, styles, techniques, and materials.
VA.912.C.1.4 - Apply art knowledge and contextual information to analyze how content and
ideas are used in works of art.
VA.912.C.1.2 - Use critical-thinking skills for various contexts to develop, refine, and reflect on
an artistic theme.
VA.912.C.1.1 - Integrate curiosity, range of interests, attentiveness, complexity, and artistic
intention in the art-making process to demonstrate self-expression.
VA.912.S.1.4 - Demonstrate effective and accurate use of art vocabulary throughout the
art-making process.
VA.912.S.2.2 - Focus on visual information and processes to complete the artistic concept.
VA.912.S.2.3 - Demonstrate visual-thinking skills to process the challenges and execution of a
creative endeavor.
VA.912.O.3.1 - Create works of art that include symbolism, personal experiences, or
philosophical view to communicate with an audience.
Prior knowledge:
Students should already have prior knowledge and experience with evaluating and discussing
artwork, creating portraiture, drawing with pencils/colored pencils/markers, artistic planning, and
self expression.
Vocabulary:
Symbolism - the use of symbols to represent ideas or qualities.
◦ examples of symbolism will be shown in a powerpoint.
Portraiture - the art of creating portraits of a person.
◦ examples of portraiture will be shown in a powerpoint.
Symbolic Self Portrait - A self portrait that incorporates symbols.
◦ examples of symbolic self portraits will be shown in a powerpoint.
Dada- An art movement consisting of artists who rejected logic, reason, and aestheticism, and
instead expressed nonsense and irrationality through their artwork.
◦ Examples of Dadaism will be shown in a powerpoint.
Surrealism - A style in art and literature in which ideas, images, and objects are combined in a
strange way, like in a dream.
◦ Examples of surrealism will be shown in a powerpoint.
- Students will be asked to think about how dadaism and surrealism are connected
to this assignment.
Personal Identity- The concept you develop about yourself about the properties to which you
feel a special sense of attachment or ownership. This evolves over the course of your life.
◦ Students will be asked to reflect on the properties they feel attached to.
Evaluate- The process of critically examining a work of art.
◦ Students will be asked to evaluate each others artwork.
Artistic Problem Solving- a way of solving problems or identifying opportunities when
conventional thinking has failed.
◦ I will explain to students that artistic problem solving encourages you to find a new
perspective and come up with innovative solutions, and that this will be used when planning and
replanning how to incorporate their symbols into their artwork. I will also provide examples of
artistic problem solving.
Draw - to make a picture by making lines.
Incorporate- to include something as part of something larger
◦ Student will incorporate symbols into their artwork.
Materials:
• 11 by 14 paper
• pencils
• markers
• pens
• colored pencils
• erasers
• mirrors
• Powerpoint discussing the lesson, steps, and vocabulary
Art and/or Artifacts (examples etc):
● Examples of symbolic self portraits:
● Raoul Hausmann’s Self-portrait of the Dadasopher, collage- photomontage, 1920.
- Use this artwork to show symbolic portraiture in dadaism
● Giuseppe Arcimboldo, Rudolf II of Habsburg as Vertumnus, 1590
- Use this artwork to show symbolic portraiture in surrealism
Teacher prep:
In order to prepare for this lesson I will:
• Create a powerpoint including examples of symbolic self portraits, artwork from dadaism and
surrealism, vocabulary, and steps for this assignment.
• Provide enough paper and materials for my classes.
• Create an example of a symbolic self portrait to show the class.
• Organize pencils, colored pencils, pens, and markers to have readily available for students.
Steps:
Day 1:
1. Introduce assignment and review powerpoint. 25 minutes
2. Begin to brainstorm and create a list of symbols that are important to you. 15 minutes
3. Began to create quick sketches of these symbols. 15 minutes
Day 2:
4. Create a sketch of your self portrait on the 11 by 14 paper using pencils and mirror
provided or a photo of yourself you have selected. Make sure you are only drawing
yourself from the top of your head to your shoulders and filling up your paper as much as
possible. 55 minutes
Day 3:
5. Incorporate your chosen symbols onto your self portrait using pencils. Keep in mind that
you want to mostly maintain the shape of your portrait so be thoughtful about where you
place your symbols. 55 minutes
Day 4:
6. Add color and detail to your self portrait with colored pencils, pens, and markers. Try to
make the most of your whole paper, add background details or color. Write your name in
pencil on the back of your paper. 55 minutes
Day 5:
7. Add finishing touches to your self portrait. 25 minutes
8. Pass out the finished self portraits randomly, make sure no students have their own
portrait. Evaluate the self portrait you are given. Write down any conclusions you can
make about this person from their self portrait. 15 minutes
9. Return your portrait to the person with the name on the back of the paper. Shortly discuss
with them your evaluation. 15 minutes
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- 5h: £109,540
- 10h: £219,080
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