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FINAL PROPOSAL ON GENDER

FINAL PROPOSAL ON GENDER. Ashley Barody. Conclusion.

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FINAL PROPOSAL ON GENDER

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  1. FINAL PROPOSAL ON GENDER Ashley Barody

  2. Conclusion When I decided to go over my proposal for the second time I did not realize how much of the paper I would want to revise. When conducting the paper the first time, I felt that I was focusing most of my time on the artists and advertisements that I was going to use for my students. This time I was able to go back into and revise the story so that students would not all veer to one assignment. I also was able to go back into my review of literature and ensure that all of my articles were needed and helpful for the research I was conducting. I feel that going over the paper again gave me the opportunity to make an even better proposal that I would like to do with my students next year.

  3. What’s new? • From the first project: • Added the Weida (2011) article that touched upon the art classroom and how this is a class where students can dive into their identity when creating their pieces • Also how students will create work gendered by what toys he/she is given at home • The review of literature was revised and the pertinence to the proposal was added • Used Fraenkel and Wallen (2006) to help get to the meat of the literature review • Changed the second story so that the materials were not to highly charged (may affect references in their work) • Added new advertisements that went with the new story

  4. Procedure • Students will listen to: Balto • Then students will watch a PowerPoint presentation with the contemporary artists and the advertisements • Students will listen to: To kill a mockingbird • Then students will watch a PowerPoint presentation with the contemporary artists and the advertisements • Students will then create a project based on the stories and advertisements that they were drawn too • After the completion of their projects students will have an in-class critique followed by filling out a critique form that follows Feldman’s model • Students will hand in the critique form with their projects

  5. Joseph Beuys 1974 I like America and America likes me Joseph Beuys The sled 1969

  6. Justin Sailor Posters for the 20th running of the Up 200 in Minnesota

  7. Ad in the newspaper in South Carolina on March 1, 1963

  8. Poster ad that appears in the Western editions of the New York Times. Came to Radio City Hall February 14, 1963

  9. Banksy Black boy stealing a cooler 2008 Banksy Sweeping it under the carpet 2006

  10. Assessment of learning sample

  11. Data of Absences

  12. Student evaluation on their work • Describe: What is in the artwork: size, medium, process, people or objects you see and what is happening • Analyze: How it is designed or put together: how the elements and principles of art are used (color, line, shape, form, space, texture, pattern, balance, harmony, emphasis, proportion, movement, rhythm, unity, contrast) • Interpret: It’s meaning: What do I believe is happening? What meaning, mood, or feeling does the art suggest? • Judge: It’s success: Is this art work successful? Why or why not? • What influences were used to help devise your piece? • What elements and principles were used in your project?

  13. Evaluation of charts and critique • The evaluation of the critique will help to find the reasoning behind the project and why the student chose that story • The two charts will help break down the actual projects completed in the classroom • The first chart will help to see which story males, females, N/A chose • The second chart was devised to see if the students chose a different story depending on how many days he/she was absent • The goal of the assessment is to show what gender favored a certain story and whether absences affect the story choice.

  14. New References Baker, F.W. (2004). Original newspaper ads for: To kill a mockingbird. Retrieved from www.frankwbaker.com/tkmad.htm Fraenkel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education. Boston: McGraw-Hill. Lee, H. (1960). To kill a mockingbird. New York: J.B. Lippincott. Weida, C. L. (2011) Gender, Aesthetics, and Sexuality in Play: Uneasy Lessons from Girls’ Dolls, Action Figures, and Television Programs. The Journal of Social Theory in Art Education, 31. Retrieved from http://www.bluedoublewide.com/openJournal/index.php/jstae/index

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