St Johns Faculty Seminar
September 22, Kaplan Penthouse, 10am-2pm
Start time: 10:15am
Journal: What is your definition of aesthetic literacy? (maybe also
Warm-up: stand in circle, feel connection to floor (earth); breathing
from center, motivating torso, then arms , legs. Do basic movement
vocabulary from breathing and center: bend/curve forward/back; twist;
lean; reach; sink/rise (levels also). Walk around space, doing movements
as we walk; stopping and doing in place on signal, than on individual
time. Select a pair of movements and repeat as cycle; do this with a
partner, freezing on signal; choose one of the freezes. (20 min)
Choose three of these body sculptures to observe (may practice first on
one). Rest of group are observers, working w. their sculpture partner. I
will give obs. sheet with variations for each group. Each obs. group has
a specific sculpture; at least two will have the same sculpture.On obs.
sheet: From one vantage point (i.e. 3ft away): Descriptive terms (not
interp); spatial relationship of two figures; images that come to mind.
Same, from two other vantage point (i.e. different angle, 20 ft
away).Look over notes and analyze how relationship of figures changed at
different vantage points.(15 min.)
Share results on big paper (10 min.)
Use body sculptures from Diane's warm-up
Ask participants to describe the large shapes they see in the figures from warup
activity(focus on simple geometry: circles, squares, triangles). Simplify the poses into
drawings on stiff paper. Draw a standing pose, a seated pose and a pose with two
interacting people. Make 3 drawings.
Consider the list of words that described the textures from various observational
Make a texture on the drawing with craypa or pencil that represents one of observational
words.(scale of texture, density of color, etc.)
Cut out and fold into free standing sculpture.
Reflect on sculptures.
How has the relationship of original pose been transformed?
What effect does this transformation have?
Describe the cross disciplinary connections within the activity?
How do these connections effect learning?
11:45: Outside with the sculpture, John leads observation perhaps
mirroring or playing off of idea of different vantage points; at some
point, might be cool for particpants to take on shape of one part of
12:15: Participants journal reflection questions, including literacy lens
Describe your own learning experience. What was form/structure of
workshop? What teaching/facilitation practices and strategies did you
notice? How did the workshop affect your perception of and engagement
with the work of art ?
What aspects of the workshop enhance or develop aesthetic literacy?
What aspects of aesthetic literacy were touched upon? How was your
definition of aesthetic literacy confirmed, contradicted, expanded, etc
by the workshop experience? How was your experience affected by the use
of multiple modes of experience? How would young students respond to the
approach of the workshop (adapted to specific age group)? Where are the
connecting points to verbal/mathematical literacy in specific workshop?
more generally? What other kinds of bridging activities might enhance
the connection of this workshop and literacy goals?
Some of the questions could be on refl. sheet and some discussed as part
of afternoon activity lead by St. John's faculty.
1pm Sharing of reflections and discussion led by St John's faculty