Monday, October 15, 2018

San Rafael Swell Little Wild Horse Canyon




Dominate nature or sympathy for the beast? Impose or fit in? Does nature care, or is nature indifferent to our concerns? Leave no trace or create a road? 
















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George Inness: His work is a reflection of the 19th century urge to represent nature as a manifestation and revelation of the divine. For Inness, a sacred identity imbued places. These notions were mixed in with Manifest Destiny, which was a belief that there is a divine approbation to develop the land. He was a visionary man, not illustrating a religious vision or biblical event, but a more metaphorical vision. To him all nature was symbolic, full of spiritual meaning. He aligned with Swedenborg’s idea that there is a spiritual world lying beyond the realm of bodily senses. It is more real. According to this belief, everything in the natural world possesses a spiritual identity.



For Inness, the true end of art is not to imitate a fixed material world or condition, but to represent a living motion, an inner life, a personal vital force. Many Hudson river school artists valued the role of particular places more than the engagement of the artist with his subject. He wanted to awaken an emotion.

Are they finished? “no great artist ever finished a painting or statue” and the less information the artist presents, the greater is our active role as participants in the artist’s project. He felt he always had the right to change the work, even if someone had already bought it. “Do you think that because you paid money for the work that it belongs to you?”

While acknowledging that the Latter-day Saint focus on Church and family is appropriate, Elder Steven E. Snow of the Seventy said he hopes members of The Church of Jesus Christ of Latter-day Saints also give high priority to how they treat all of God’s creations.
“[We will] be held accountable for how we treat one another, the community in which we live, and the land that surrounds us, even the earth itself,” said Elder Snow, who was one of four participants in a panel discussion Wednesday, October 10, 2018, at an environmental stewardship symposium at Utah State University. “That stewardship has never been more urgent. Our generation, more than any other, has the ability to irretrievably change the land.”


The state of the human soul and the environment are interconnected, with each affecting and influencing the other. The earth, all living things and the expanse of the universe all eloquently witness of God. (lds.org)

“For it is expedient that I, the Lord, should make every man accountable, as a steward over earthly blessings, which I have made and prepared for my creatures. I, the Lord, stretched out the heavens, and built the earth, my very handiwork; and all things therein are mine.” Doctrine and Covenants 104:13-14.
So, how we care for the earth, how we utilize and share in its bounty, and how we treat all life that has been provided for our benefit and use is part of our test in mortality. Thus, when God gave unto man “dominion over the fish of the sea, and over fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth,” Genesis 1:26. it was not without boundaries or limits. He intends man’s dominion to be a righteous dominion, meaning one that is guided, curbed, and enlightened by the doctrine of His gospel—a gospel defined by God’s love for us and our love for Him and his works.  The unbridled, voracious consumer is not consistent with God’s plan of happiness, which calls for humility, gratitude, and mutual respect.

According to LDS scripture, there is a corollary between the selfish, materialistic man out to hoard money, material possessions, and/or the man with irreverence for life—and pollutions (spiritual or temporal) upon the face of the earth


Elder Marcus B. Nash

Thursday, October 11, 2018

The Tyger




The Tyger by William Blake

Tyger Tyger, burning bright, In the forests of the night; What immortal hand or eye, Could frame thy fearful symmetry?  In what distant deeps or skies. Burnt the fire of thine eyes? On what wings dare he aspire? What the hand, dare seize the fire?  And what shoulder, & what art, Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? & what dread feet?  What the hammer? what the chain, In what furnace was thy brain? What the anvil? what dread grasp, Dare its deadly terrors clasp!  When the stars threw down their spears And water'd heaven with their tears: Did he smile his work to see? Did he who made the Lamb make thee?  Tyger Tyger burning bright, In the forests of the night: What immortal hand or eye, Dare frame thy fearful symmetry?


Wednesday, October 10, 2018

Learning Goals: 

We talked about Gorillas, King Kong, Gorillas in the Mist, Grizzly Bears and Learning Goals;
Why are we taking students outside, learning about ecological issues, studying George Inness and landscape and wilderness, Thoreau, Wendell Berry, plein air? 

Connect research to artmaking
Increase appreciation, respect, reverence for the natural world
So students will learn how to use oil paint, oil pastel, paint paper, learn about color.
Learn to appreciate and understand American traditions of landscape painting
and other landscape painting traditions
And become literate in an artistic tradition
Do learning goals have to be measurable?
Student will learn to persist, to keep going, to try things that might fail
They will connect their artwork to broader contexts and important issues
Like ecology, climate change, ecological devastation, extinction...
Students will create personally meaningful artwork informed by artistic traditions, contemporary art and important ecological issues.
They will become conversant with our culture's and other culture's ideas about nature, including how it is portrayed in visual culture. 

Sunday, October 7, 2018

Painting Outside



 What else could we do to scaffold learning based on our exploration of ideas about nature?
do an abstract paining
match paint swatches
make a range of hues
do research about an artist
consider recycling: like plastic for example
do a study of plastic
make an outdoor easel
figure out your own personal plein air setup
do drawings outside
watch movies about artists who work with ecology
show movies about popular culture and ideas about nature
make gesso
teach about oil paint and its history





What kind of final project do you envision?
Make a field guide about nature close to where we live
Find a relic and make an abstract transformation of it
Make a land art work
Pick one of themes, such as wilderness, and develop it into an artwork
Do a series of outdoor landscape paintings and drawings
Take one hundred photographs of a place, maybe a special place, then create a collage from them.
Do a painting of the collage of one hundred photographs
Create a natural history collection of a place
Go on a field trip into the desert and create a series of painting, photographs, and objects
Do  a large painting based on a particular place and your small studies of the place

Monday, October 1, 2018

Ideas about quality Curriculum


Ideas about nature. and characteristics of quality curriculum. Must we reject our nature? Why take all the time to make gessoed panels when I can buy acrylic gesso so easily?  What are the affordances of making things more difficult? 

What are the characteristics of a good unit, lesson, curriculum?

A Quality Curriculum
has essential deep profound questions
is an ongoing investigation
has time for research, gathering, analyze, curate, making meaning, put things together, it has sequence



activities that build skills, perspective, understanding, possibilities toward an inspiriting destination
fun...A pool of activities or mediums from which students can choose
embraces multiple viewpoints and divergent outcomes
Helps self discovery, inquiry,  identity construction




today

Drawing Figure