Personal Reflection Journal

Browsing Archive: May, 2010

Critical Response

Posted by Catherine Rousseau on Wednesday, May 12, 2010,
The critical response method, which we used for our Pecha Kucha presentations was useful in several ways, but also restrictive in others.

My experience of critiquing work as always been from an "art crit" point of view. In an art crit, one never uses opening statements such as "i like", or "i don't like". The key to the crit is to outline what you see and how you interpret it - then, to ask question on the artists choice of form, line, color, etc.

When it came to the critical response in class,...
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How might technological literacy shape your work?

Posted by Catherine Rousseau on Wednesday, May 12, 2010,
I believe that technology is an increasingly important aspect to our developing society. Today, more than every, technology is being used as a means of communication, representation, and even transportation (in terms of imagery). Professionally, technology is used as a very effective marketing tool. Social networking web sites like facebook, twitter and linkedin are being used to connect professionals, allow individuals to market themselves or business and to explore new communities and possi...
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How does your proposal address the essential questions of your backward design process?

Posted by Catherine Rousseau on Wednesday, May 12, 2010,
The use of the 'backward design' model was a great tool when planning my project for the Peabody School. I thought it was an interesting approach (which I had used before) in order to begin with my goals, and work backward to secure the process of the project.

When I was first put into contact with the Peabody School, I was asked to conceptualize a Legacy Project for the 8th grade class. What the school representatives meant by "legacy" was a project that the students would make and leave to t...
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Community Day of Scholarship Reflection

Posted by Catherine Rousseau on Wednesday, May 12, 2010,
For Community Day of Scholarship, I attended Mary's presentation of arts education with children. The event was amazing, and very well organized.
She began by asking everyone in the group to take a ball of clay. We were then instructed to play with the clay and just describe the feeling of the material. We continued to follow Mary's directions as we explored our own voices as we learned the clay.
From Mary, I learned a new way of teaching by letting the students direct their own learning. The...
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How will your project shift based on your understanding of context?

Posted by Catherine Rousseau on Wednesday, May 12, 2010,
My community project is based on my work as a resident artist at the Peabody School in Cambridge, MA. I will be engaging the entire 8th grade class in an arts project based on their legacy. The project will be on display at the school for years to come, as a monument to the years they spent growing and evolving throughout their education. The project is a quilt that will be separated into three sections: past, present and future. Each student will work on each section as they develop a patch ...
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What are the literacies embedded in the communities where my work will unfold?

Posted by Catherine Rousseau on Wednesday, May 12, 2010,
This writing prompt is very difficult to answer. As of this moment, I am not sure what community I will be in when I begin my "work". As of today, I first and foremost consider myself a student. Any work that I do in my community is directly linked to my education (even if not included as a part of my school work). Because of this, I can not articulate what community in particular my "work" will effect.

With this in mind, I will look at my current community (Cambridge, MA) to answer the promp...
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