- Investigating the power dynamics of HIGH and LOW Power Poses captured through photography and video.
- Discussing the loss of identity, power, and voice through "-isms" with specific focus on adultism/ageism.
- Reading and writing about advocating positively as a young person.
- Developing visual representations of power struggles and dynamics through the creation of emotional Faceless Figure sculptures.
I teach visual art to grades 6-8 at Doherty and love it! In our art classroom students examined the theme of IDENTITY through reading, writing, self-portraiture, and sculpture. NEAL provides young people with a stage for their voices to be heard and celebrated. Please listen closely as they wish to share with you deeply personal experiences that capture "Where They Are From."
Grade 8 students in Ronnie Pennick’s art room look carefully at photographs of animals in various poses of high and low power. They also consider images of celebrities boldly staring down a camera or gesturing with confident abandon. The students experiment with making HIGH power poses to music. They also reflect on this experience in a low-positive risk community-building activity that begins to bring them into a classroom culture of movement, and stepping out of comfort zones. These exercises establish the foundation for students’ visual arts explorations ahead.
This is how Ronnie Pennick’s students begin an investigation of “identity” -involving art, text, movement and discussion; within guidelines that are extremely intimate and personal. They all take part in establishing a safe haven to be themselves, where they will be expected to bring their whole selves into the experience of learning.
Part of a five person teaching team, each examining a different text, Ronnie invites art students to consider what shapes them in their world. They challenge themselves with sophisticated ideas from their text Art and Fear, recognizing the perils that are part of art making. And within this classroom community of artists, students express ideas on self, community, identity and courage - represented in powerful “faceless sculptures” and compelling self-portraits with poetry. They experiment with selfies and various techniques of digital photography and video as other methods of expression. Inspired by their text, the students consider the process of discovering themselves through their art; in a thought-provoking final performance of understanding.
- Document early stages of the creative process visually and/or verbally in traditional or new media (National Core Arts Standards, Grade 8; VA: Cr1.1.8).
- Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design (VA: Cr1.2.8).
- Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making and designing (VA: Cr2.1.8).