Project idea (a.k.a. as a long explanation for a simple idea)
Psychogeography Study
What is it?
I recently came across the term psychogeographical, a word unknown to me; I decided to look into it.
Psychogeography was defined in 1955 by Guy Debord as “the study of the precise laws and specific effects of the geographical environment, consciously organized or not, on the emotions and behavior of individuals.” (Introduction to a Critique of Urban Geography, G. Debord, 1955) In other words it is “an experimental form of movement in a public or non-public space in a non-habitual way.” (The Guerilla Art Kit, K. Smith, 2007)
Although a seemingly light topic, psychogeography is rooted deep in the artists and philosophers of yesteryear. Psychogeography began in 1953, with an essay by Ivan Chtcheglov. Soon after Guy Debord began to theorize and write about the intentions and ideas of psychogeography. Connections have been made to the Dadaist and Surrealists movements.
Modern followers of psychogeography often refer to themselves as “urban explorers”. There are groups in many major cities that actively practice psychogeography, known as Situationists.
The Project
For my project I plan to explore psychogeography in the classroom. The project will begin with a survey of students regarding their current thoughts or lack of thoughts about their classroom environment and school routine. After the surveys are collected the class will participate in a brainstorming exercise to come up with different (safe) ways of entering the room, ways and places to work in the room, etc.
I have a very large classroom in the oldest building in the district. In the room are three big closets (the entire class goes into one of the closets during a tornado drill), two smaller closets, two bathrooms, stairs to an outside door, and many tables and chairs.
The beginning of the next class will constitute students thinking about their everyday routines and how to change it up. Students will enter the room in a different manner than usual, and work in different place and perhaps in different manner than usual. This will be documented by video.
A survey similar to the first will be administered. The project will end with a discussion of how interacting in a different manner with the classroom environment effected their work, creativity, and their thoughts about the classroom environment and school routine. Results from the two surveys will be compared.
Why?
In life and especially in school we get stuck, we start going through the motions, and lose ourselves in routines. I know I often drive half way to work and realize that I was not paying attention to my surroundings at all. I am just so accustomed to going to the same place that I don’t have to really think. Just as I go to the same place day in and out so do students…they walk when the bell says they can, they eat when the teacher lines them up to do so, they go to art or music when the schedule says, never deviating or having to really consider what is next. They enter into their classroom in line, sit down in their assigned seats, and wait for the next instruction.
Just as on the drive to work, I imagine that for students the background begins to diminish as the routine takes over. A certain disconnect begins to occur between individuals and their environment. The lack of awareness leads to a general malaise. When I think back to my childhood, the best days at school were the days that something “different” happened. Through this project students will learn how to make that something “different” happen for themselves. The survey will also begin to assess if becoming a more active participant in ones environment increases ones sense of creativity.
“In discovering a small world we discover the whole world.” (Bill Humber, Executive Director of the Revitalization Iinstitute)
Want to go off the grid?
A couple of weeks ago in class we were asked to envision a dream future. Immediately I began to imagine myself presenting my new earth-shattering findings about art education at an NAEA convention, educating pre-service teachers with my experience, books published, highly visited website, successful career, well-known in academia, as well as pop culture. I also imagined self-starting an art center where learning-by-doing was the focus with creative thinking the goal…where, in the future, businesses would lurk outside on graduation day, finally realizing the importance and need for citizens/employees that can think outside and around the box.
These ideas would be grand achievements, but I also feel as though there needs to be a place for humbleness and self-reflection, a time for reaching back into oneself and reconnecting with the interests and ideals that began any pursuit of greatness…perhaps even going off the grid completely, Thoreau-style.
This week my husband emailed me this link:
http://wiredinsider.com/repomen/
with the simple note “sorry, I’ll be gone for a month”. He was just kidding, but the idea that such a contest exists probably says something about our society (or perhaps the idea that such a contest is appealing is maybe the real statement).
Series in Watercolor
This is a series of the progression of a 1st grader’s watercolor painting. In the previous class students viewed and discussed the artwork of Georgia O’Keefe and sketched a flower close up that filled most of their paper. During this class students were given a brief demonstration of watercolor techniques (i.e. how much water to use, rinse the brush before switching colors, and don’t give the brush a bad hair day). This is a series of photographs of one students painting progress over an 25 minute time period.
A lot can be learned from images. The primary usage for images such as these could be formative assessment. Through the sequence of images I can assess whether the skill or concept of a lesson is understood, at what point a student begins to deviate or has difficulty, and if the lesson/instruction should be altered. By viewing the artwork of students (whether it be documented or just in the moment) I can better determine the direction of learning in my classroom and alter the instruction accordingly.
Research topic?
I have recently been interested in guerrilla art tactics, from the subversive to the subtle. Guerilla art is accessible, brief, and anonymous, yet has the ability to change perceptions. It rarely has anything to do with profit or ego. And it is vast in its representations, from leaving notes in books returned to the library and writing with sidewalk chalk to posting stickers with quotes or pictures and, of course graffiti.
Here are some of the questions I feel are worth exploring that are rattling around in my brain:
- Can guerilla art reawaken someone to their everyday surroundings/change their perceptions of everyday things?
- Does the anonymity of guerilla art change the significance of an artwork?
- Does it free the artist to make their mark?
- Can guerilla art be used to teach young students?
- Can it be a platform for deeper discussion in the classroom?
Another rattler that I am dealing with is the idea of creating an online forum for people to post and share either their work or work that they have stumbled upon…it could be a fun side project.
I can envision a study in guerrilla art with elementary students as a light-hearted communication between classes, with one class leaving bits of art and messages for another. A collection of surveys, interviews, and photographs would represent the findings, perhaps in book, portfolio, or video format.
Tag Cloud
I produced this tag cloud using wordle.net, generated from my blog’s content. I was thinking that this could be an interesting way to present a subject and/or data.
Who are you?
Who are you? A question that invites lengthy late night discussions for many, but I am starting this blog in conjunction with my Research in the Arts & Humanities class, so I will try to be succinct.
My name is Tiffany Carr. I am 30 years old. I live in and teach elementary art in Cedar Rapids, Iowa. I am married with two dogs and a cat.
As an artist I enjoy metals, photography (particularly lomography), printing (particularly gocco), occasionally sculpting, and painting… to name a few. The one media that I always come back to is encaustic painting. Encaustic painting is the art of melting, carving, scraping, and melting some more, a mixture of beeswax, resin, and pigment. The process of encaustic painting allows me to interact with the a painting in a much more physical level than with other forms of painting. You can see more of my artwork at www.tiffanycarr.com (beware, it is very much under construction).
Ellipse, 2006
Research that I am now involved in is that which is mandated by the school district I work for. The current trend involves formative assessment and social/emontional/behavioral programs. The district has recently moved from action research teams in which I was involved in a parent/school communications research team to professional learning communities geared toward researching different methods of assessment. My MA thesis research, involved both qualitative and quantitative studies focusing on the effects of art on the social consciousness of children. I enjoyed this research and hope to somehow continue the ideals of it into my eventual dissertation. During the studies elementary students were encouraged to discuss current events, participated in a global statement for peace, created art demonstrating the meaning of a global community, and displayed their work in an international electronic portfolio.
As an art teacher I find myself drawn to the connections that art can make for people. Connections of understanding in both the political and social realms. Three weeks ago I visited Charleston, SC and was inspired by art I spotted around the city. Since then I have become very interested in guerilla art and its ability to positively change peoples perspectives. Keri Smith, author of The Guerilla Art Kit, defines guerilla art as, “a method of art making which entails leaving anonymous art pieces in public places.” Which leads me to ask how guerrilla art could affect art education?
guerilla art in Charleston, SC
