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- All Subjects: Creative Project
- Creators: School of Art
Description
My project is designed to provide art education to incarcerated youth in Arizona. This project will address two current issues in Arizona; the underfunding of art programs and high rates of incarceration. As of 2021, there are no state-funded art programs in Arizona. Arizona is tied with Texas for the eighth highest rate of incarceration in the country. In Arizona, 750 out of every 100,000 people are incarcerated. This project is an art course for incarcerated youth. The project includes a packet detailing the course content and assignment details, a class syllabus, a course flyer, and a certificate of completion. The course is intended to be taught at the Adobe Mountain School facility. The course is designed so that it can be implemented in other facilities in the future. The class will be taught by volunteers with a background in studio art, design, or art education. Each student will receive a course packet that they can use to keep track of information and assignments. Instructors will use the course packet to teach the class. The course focuses on drawing with charcoal and oil pastel, which will build a foundation in drawing skills. The course covers a twelve-week semester. The course content packet includes a week-by-week breakdown of the teaching material and project descriptions. The course consists of two main projects and preparatory work. The preparatory work includes vocabulary terms, art concepts, drawing guides, brainstorming activities, and drawing activities. The two main prompts are designed for students to explore the materials and to encourage self-reflection. The class is curated so that students can create art in a low-risk, non-judgemental environment. The course will also focus on establishing problem-solving and critical thinking skills through engaging activities.
ContributorsSheppard, Eve (Author) / Cornelia, Wells (Thesis director) / Jennifer, Nelson (Committee member) / School of Art (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The COVID-19 Pandemic has provided a challenge for educators to create virtual learning materials that are engaging and impactful during times of high stress and isolation. In this creative project, I explore the variety of virtual tools and web applications from Esri by creating a Story Map on the Verde River Watershed. This Story Map is intended for an audience of students in late middle school and early high school but can be a resource to teachers for a wider age range. The integration of interactive technology and virtual tools in educational practices is likely to continue past the immediate circumstances of the COVID-19 pandemic. The purpose of this Story Map is to showcase one of the many uses for geospatial web applications beyond the immediate realm of GIS.
ContributorsTueller, Margaret (Author) / Frazier, Amy (Thesis director) / Dorn, Ron (Committee member) / School of Geographical Sciences and Urban Planning (Contributor, Contributor, Contributor) / Division of Teacher Preparation (Contributor) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
"On Music Videos" is an exploration of music videos, particularly narrative ones. As such, a brief history of the music video and its genres are examined. Ideas about narrative are also discussed through descriptions of what is meant by "story," based on theories from Pixar animators as well as author J.R.R. Tolkien. The connections between how story fits with music videos is then outlined. From this background research one is able to analyze examples of existing narrative music videos, before applying this knowledge and reflecting on the process of creating a narrative music video.
ContributorsNguyen, Melissa M (Author) / Finn, Ed (Thesis director) / Simeone, Michael (Committee member) / Barrett, The Honors College (Contributor) / School of Art (Contributor) / School of Arts, Media and Engineering (Contributor)
Created2015-05
Description
Dysmorphia is a series of large-scale paintings that address the relationship between a body image disorder called Body Dysmorphia (BDD) and plastic surgery. The audience sees women of all colors, shapes and sizes in their most vulnerable state. However, the shapes of their bodies and the abnormal background are not what we are used to seeing. Presented in the IAP Studios, Dysmorphia aims to start a conversation around the rising global occurrences of cosmetic procedures, the patients who suffer from Body Dysmorphia, and how the two subjects relate. Plastic surgery is a highly controversial conversation that the world is currently having. However, BDD is not a common topic that comes up within those discussions. Many surgeons may not realize or choose to ignore the fact that a vast majority of their patients have a body image disorder. Sometimes the patients themselves may not even realize it. Whether we believe plastic surgery is a positive life-changing choice or that it takes advantage of those who have disorders such as BDD, the end result will be up to the audience to determine. By establishing a connection between the two contrasting ideals, society can then begin to identify where they might fit in the conversation. Dysmorphia aims to spark informative discussions about these kinds of social issues by exploring the female body and bringing to light plastic surgery's attempt to alter it.
ContributorsArnold, Brittany Marie (Author) / Kim, Marianne (Thesis director) / Clark, Patricia (Committee member) / School of Art (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Abstract Retrograde presents questions about the creation and value of art through a graphic novel. Materials used to create the work were illustration paper, ink, brushes, and printed screen tones. The piece was created in four stages: first, each panel was sketched into the first draft; second, the sketch was researched and fully developed into a complete drawing; third, the sketch was completely traced with ink and texture was added; finally, the drawing tones were added with ink and screen tones. The plot of Retrograde revolves around the protagonist, Vera, as she attempts to find a place for her art in an artistic community that rejects her for her lack of commercial success and for the advantages she got through connections. When Vera appears to have succeeded, a sudden plot twist reveals a conspiracy which undermines her success. By following Vera, the novel illustrates a corrupt artistic society in which the value of art is established by a small amount of artistic elites. The written portion of the project expounds on the various ideas that drove the novel, including how art forms like graphic novels come to be situated low in artistic hierarchies and how interpretations can be negatively guided by already established institutions. Among some of the theorists referenced within the paper are Walter Benjamin, Clement Greenberg, and Susan Sontag. In conclusion, the project illustrates an inclination to judge art by potential commercial value and by already established hierarchies, limiting the possibilities of new interpretations and shifts in those same hierarchies. Keywords: art, art theory, graphic novels
ContributorsCervantes, Liliana (Author) / Dove-Viebahn, Aviva (Thesis director) / Solis, Forrest (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
There are two types of understanding when it comes to learning math: procedural understanding and conceptual understanding. I grew up with a rigorous learning curriculum and learned math through endless drills and practices. I was less motivated to understand the reason behind those procedures. I think both types of understanding are equally important in learning mathematics. Procedural fluency is the "ability to apply procedures accurately, efficiently, and flexibly... to build or modify procedures from other procedures" (National Council of Teachers of Mathematics, 2015). Procedural understanding may perceive as merely about the understanding of the arithmetic and memorizing the steps with no understanding but in reality, students need to decide which procedure to use for a given situation; here is where the conceptual understanding comes in handy. Students need the skills to integrate concepts and procedures to develop their own ways to solve a problem, they need to know how to do it and why they do it that way. The purpose of this 5-day unit is teaching with conceptual understanding through hands-on activities and the use of tools to learn geometry. Through these lesson plans, students should be able to develop the conceptual understanding of the angles created by parallel lines and transversal, interior and exterior angles of triangles and polygons, and the use of similar triangles, while developing the procedural understanding. These lesson plans are created to align with the eighth grade Common Core Standards. Students are learning angles through the use of protractor and patty paper, making a conjecture based on their data and experience, and real-life problem solving. The lesson plans used the direct instruction and the 5E inquiry template from the iTeachAZ program. The direct instruction lesson plan includes instructional input, guided practice and individual practice. The 5E inquiry lesson plan has five sections: engage, explore, explain, elaborate and evaluate.
ContributorsLeung, Miranda Wing-Mei (Author) / Kurz, Terri (Thesis director) / Walters, Molina (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
‘why we bend' a Bachelor of Fine Arts honors thesis exhibition by Ximenna Hofsetz and Tiernan Warner brings together installation, digital, sculptural, and printed artwork. The main focus concerns memory; and its vague, formless, and hazy nature. The work also examines what would happen if cognitive space could be physically mapped? What would it look like in sculptural form? Memory erodes and distorts with time. We influence our memories as much as they affect us. Thus, just as relationships are ever-changing, and our memories of those we interact with constantly shifting, our relationships with our own memories are malleable and evolve through time. This transient nature of memory is depicted in the various stylistic means of this exhibition by referencing time and space as well as personal memories and ephemera in both concrete and abstract ways. ‘why we bend’ implements a variety of multimedia techniques to examine recollection and its hold on us.
ContributorsHofsetz, Ximenna Cedella (Author) / Gutierrez, Rogelio (Thesis director) / Hood, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Art (Contributor)
Created2014-12
Description
China's wildlife and the deep connection I felt with it fuelled "What the Dragons Know," a self-published children's book that I wrote and illustrated. My objective was to create a fun and interesting book for children that gave abroad introduction to Chinese wildlife, art and animal mythology. The Chinese landscape has a captivating and unique beauty, which competes daily with the devastating effects of pollution. This project was the manifestation of the passion and sorrow I felt for that landscape. I drew on these feelings, as well as personal past experiences and research into Chinese art, to portray the magnificence of that world and hopefully inspire others. My approach to this challenge consisted of researching Chinese art theories, styles, and techniques, and choosing aspects from all eras that I felt would most engage young readers. I then interpreted and transformed what I'd learned, filling it with my personal style and character. Dong Qichang, a Ming scholar-official, artist and art theorist, emphasized transformation of older models. He, among others, believed that artists should refer to the masters for guidance: using old models as inspiration, imbuing them with one's own style, and creating their own works. His ideas and those of other literati painters drove my approach to this project. This was not so much an effort to make the pictures "look Chinese" per se, but instead my own interaction with and response to Chinese art and art history. My approach to the writing process began with researching Chinese animal symbolism, which I planned to incorporate into my writing. I then outlined an interesting plot and began writing the story, which in turn influenced the illustrations. Like artists of Emperor Huizong's court who painted pictures based on lines of poetry, I also based my compositions around what was happening in the narrative \u2014 using each picture to capture a moment in the story. The illustrations, although primarily intended to be aesthetically appealing, were an experiment with how I reacted to and interacted with the long and intriguing history of Chinese painting. Essentially, I intended to complete a book that was both enjoyable to read and appealing to look at; that would portray the splendor of the Chinese landscape and reflect my feelings for it. The final book will be self-published using CreateSpace.com, and copies will be available for purchase during the Celebrating Honors Symposium or through Amazon.com.
ContributorsSilving, Justine (Author) / Brown, Claudia (Thesis director) / Schutte, Jerry (Committee member) / Videan, Ann (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Art (Contributor)
Created2013-05
Description
The creative project, The Tiniest Tumbleweed, produces a piece of children's literature in the form of a fully illustrated e-book that can serve as a model for parents, caretakers, and teachers to bring awareness to the importance of imparting positive self-efficacy concepts to young children. The project uses the work of acclaimed psychologist Albert Bandura in the field of self-efficacy as the theoretical foundation of the story. The theme is clearly stated as striving to be all YOU can be and that achieving one's personal best, "is just fine, just fine indeed." By creating a children's picture book, two things are accomplished; first, children hear an endearing story of a tumbleweed and a sparrow that use principles of positive self-efficacy to overcome adversities in their lives. Second, those who teach children have a tool to use to deliver the message over and over again. The Tiniest Tumbleweed also presents a link to science with photographs of the growth patterns of tumbleweeds and house sparrows in their natural environment.
ContributorsPeach, Kathy (Co-author) / Yost, Ashley (Co-author) / Oakes, Wendy (Thesis director) / Ralston, Laurie (Committee member) / Harris, Pamela (Committee member) / Barrett, The Honors College (Contributor) / Mary Lou Fulton Teachers College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
The incorporation of electronic books (e-books) into the classroom and home of young children has been shown to have positive effects on the acquisition of early literacy skills. Dialogic reading methods, which include interactive conversations between caregiver and child about a story as it is being read, additionally are known to improve skills that lead to improved literacy during the school years. No research to date, however, has examined e-books and dialogic reading when used together. This study examines how using dialogic reading with a child reading an e-book will impact the acquisition of emergent literacy skills, particularly vocabulary knowledge and story recall ability. Twenty-three children aged 3 to 5 took part in a matched pairs experiment that included reading a select e-book four times in which half received a dialogic reading intervention. The children who received the intervention scored significantly higher in the story recall measure of the posttest than those in the control group. No differences were found between the experimental and control groups on the vocabulary measure, although mutual gains were found among both groups from the pretest to the posttest. The results suggest that dialogic reading when incorporated with e-books may improve a child's ability to recall a story. Further, the results indicate that repeated reading of the same e-book may increase vocabulary knowledge.
ContributorsFallon, Ashley Elizabeth (Author) / Connor, Carol (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12