Category Archives: 517: Visual Arts Research

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As I progress to the summer session, the height of my research has started to formulate interesting ideas. The visualizations have directed my attention more to the placement and layout of certain types of visual culture in specific locations, rather than specifically focusing on the interpretation that these images might have on my students (although this idea has not been expunged out of my research). The more visualizations that I created, the more some of these ideas started to become more evident and of greater interest to me.
My last visualization consists of two neighborhoods in the Southern portion of the Southeast Quadrant. For the visualization, I continued with the incorporation of collaged maps on the background, and for the other one I incorporated the images of visual culture that was collected through all the neighborhoods I was able to cover. I collaged those images on the background, but I am a little concerned with my use of photo quality paper. The paper had a few issues when I “Mod-Podged” the images. Many of the pictures started to warp and bump as they dried because I was not able to apply the glue in a cross-hatch fashion for all of them. This created some areas of concern when the photos rose from the wood, and when I drew the neighborhood map and applied the nails for the visual culture points.
My concern is that I actually find both maps to be important in relaying information. I enjoy the collaged map because of its reference to Rochester and its neighborhoods. I think it gives the information that is needed to direct the viewer towards the idea that the specific neighborhoods are coming from this given area of Rochester, NY. However, the visual culture also gives information in regards to the purpose of the nails and the textile radiuses. I like the idea that it gives information of what was found in these locations (maybe offering images that encourage others to discover this area).
I have contemplated doing another two. One of the overall Southeast Quadrant of Rochester, NY and another of the last full neighborhood that I was able to cover in the research. For these I was thinking of collaging both pictures and maps to unify the two different backgrounds. Specifically doing this with the overall map of the Southeast Quadrant, and completing the last neighborhood with collaged images of the visual culture that was collected. However, I have a tendency to include more images of murals because of bias on being drawn to the coloration and overall composition of those images.

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Jenn Brannigan
Visualization 4- Last Iteration
May 12, 2017

For my last data set I decided to look at the photos that my students sent to me after the field trip we went on. I check out 10 students and gathered the images that they replicated. If an image is on the board, that means it was taken at least one other time. If they are on their more than once, that means all out of the ten students I looked at the photo was taken that amount of times. From there I counted how many were from each business. For The Green Palette 10 photos were taken. So each student took at least one photo. For American Made Monster Studio, 6 photos were taken. The reason I painted the canvas a blue green was because of the cyanotype. The chemical that we use that is sun sensitive is a blue green, and when exposed is a dark blue. The reason I picked this blue green is because just like the chemical, this data hasn’t been developed to maturity yet.
If I had to guess, I would say that students photographed these images for multiple reasons. For one, location. The American Made Monster logo was in the entrance of the studio. Once students got inside, they were listening to what the craftsmen had to say about their jobs. Two, for the green palette, they were aloud to go upstairs in their make shift loft. The strange palette maze attached to the wall, was right at the entrance to the stairs, The tall branches were hung from the ceiling. Students had a birds eye view of the entire studio, and the owner was talking to them about how he gathered all the branches from Macy’s in Manhattan during the eighties. He told them about how they just threw away all the window displays to get new ones each year. One year, he asked for them instead of them being thrown away. They agreed, but they made him take them all within a night, which he did. He discussed with the students the idea of recycling and using your hands to build what you need, not just buy it. This is why, I believe, students also photographed the fabric butterfly wings. They came from recycled fabrics and textiles that were donated to the Green Palette. I think my students as a whole photographed The Green Palette more because they liked the ideas that were discussed while we were there. Aesthetically it was more kid friendly, and enjoyable to explore and check everything out. They even let the kids take palette pieces to draw on. Overall, these groups of photographs show that students found certain items in each space photo worthy. The reasons, although need to be explored more, show that students like the idea of recycling and connected with the stories that the owner of The Green Palette presented.

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This pre -visualization summarizes my feeling in regards to my classroom environment. The constraints I face on a daily basis seems as it is a repetitive cycle, monitoring student learning and also behavior are real roadblocks. This tree represents growth as an existing infrastructure. The branches are swirling, jagged and crooked as they are represent the lack in resources that are intangible to me in the classroom.

As seen in my previous visualization, (3) the students are represented as actual organic forms, designed by incorporating insulation foam with paint. Here, there are three students represented by the forms, black in color. I think I chose black as they inhabit so many difficulties in their daily lives, learning seems to always be the least priority to them. Many are struggling with emotional problems, drug dependencies and struggle with configuring how to obtain instructional goals.

My future research will explore to further my artistic practice in relation to medical practice. I feel I want to re-visit this visualization. Kevin, could I possibly get some feedback so I may revisit this to polish and unpack further for next week. Thank you!

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For this visualization I went through my sketchbook and wrote down the places I visited most and made another section to group the rest. The four groups ended up being Lagrange, where I live, Peekskill, where I work, Outside and Other. I gathered the most data. I noticed that as my research went on, I gathered more data and it was deeper than just the things I saw. I noticed what I was feeling in the space, how the colors inspired me, how the people distracted me, how being alone changed my mindset and a lot of other things. Since I spent a lot of time at home and at work I had the most data. It was important for me to visit these places more than once because I was able to compare and contrast my feelings, people and how my day affected me in those spaces. I like this set up because it is a lot easier to understand and mimics my sketchbook.

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Brette Higgins

Visualization 3 ( Thinking about what makes up a neuron structure)

 

Map:

 

Upper left corner represents my student with AS. He has proven the most difficult to work with which is why I chose the furthest location to place him within the composition.

 

Top right corner represents my LD student ( furthest green form in the corner as he is often distant and angry but is not much concern behaviorally).

 

Closet green form ( also in upper right panel, closest to me) represents my ED student. He often remains close to me in the classroom and is proven to be most helpful, engaged and eager throughout the semester.

 

Bottom left represents my ADHD student, he occupies two forms as he is often very energized and moving. Lately he seems to be occupying two personalities which is why he has conjoined forms.

 

Bottom right represents myself. I am representing the gray matter of the brain. I stand to represent the cerebrum where most the most complex brain functions occur.

 

These panels are done on 4 transparencies, I wanted this composition to be more cohesive and appear as one large work. I did try to use a clear acetate sheet as a preliminary execution, however I found that the individual transparencies held ink and spray paint more efficiently. The color green represents misplaced energy.

 

The surface underneath the transparencies is composed of spray paint, ink, sand, and spray insulation. The granulated areas represent the dendrites that cover brain neurons. The paint splatters were intentionally placed as they are chemical signals received and distributed among the students as they are also received .

 

I wanted this visualization to point to the demands  I feel as the teacher. The attention that these students demand on a regular basis is exhausting. The color red represents the entire neurochemical system. I also wished to vocalize high speed ideas, a flow of messages and a lack of boundaries through unorganized brushstrokes. The green forms are functioning as frontal lobes that essentially receive information from the emotional brain.
My initial idea for this visualization was focused on my progress with four students as I progressed through the final portion of my lesson planning.  I chose organic forms and the color green to represent each individual student. The large bubbles can be seen connecting myself to my student with AS who is furthest away in the work. The bubbles are mirror neurons, which imitate what they see. This strategy proved to be an effective tool when I was working with my AS student earlier. We did have a successful beginning, however due to unfortunate circumstances, he has become completely despondent.  I would like to continue with more transparency studies,  the artwork of both artists Santiago Ramon y Cajal and Greg Dunn have also been an inspiration for my work.

Cajal summarizes many of the properties of astrocytes in this drawing of the hippocampus of a man three hours after death.

( Images above – by artists Santiago Ramon y Cajal, and Greg Dunn)

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Here are final finished prints for my ADHD research as part of a printmaking unit ( completed this am) From left to right, Rapper 300, pop artist Rhiana and entrepreneur, Steve Jobs. I have integrated elements of the experimental studio into the art room  (as suggested by Wexler) which encourages sensory experiences through material exploration.

Leaving a multitude of studio spaces available in our room for  students to engage with has proven particularly successful with this boy. I have an entire area devoted to objects, squeezy things and kooshes, a painting area, reading/ reference area, printmaking area etc. Thinking about his hyperactivity and impusivity, these stations help him organize himself in the morning and allows him control to manage his learning.

The complexity of this students personality is challenging, he is often self adsorbed and often feel as if he is in charge. He can be restlessness and destructive but throughout this unit, he was behaved and appropriate, he especially enjoys the carving process and the ink rolling. I think the printmaking process has really helped to organize his planning procedures, he knows exactly what tools and supplies he needs and can locate them easily. He is allowed to monitor his own behavior through self- evaluation, thus serves to exercise has meta-cognitive skills. He does want to continue with one more pop icon to have a finished series of four… I will post updates.

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Now that I’ve come up with a better, more organized way of presenting my data, I have begun transferring previous data from past visits into the new format.

Thus far, I have been to MoMA 2 times and am anticipating being able to go at least 2 more times before summer.  It has been particularly interesting to see the changing of the exhibitions and the museum space itself. Even in the course of 2-3 weeks, an entirely new exhbition opened and took the place of one that I went to before. Having a direct comparison of two different shows was incredibly interesting to compare how the shows were arranged and presented.

I’ve been also noting the ways that museum chooses to organize it’s spaces/exhibits and my opinions of best practices in their exhibitions. As I have mentioned before, I have found that MoMA’s general approach in their online seminars has been encouraging deeper understanding of art through open-ended questions and letting the viewer feel free to explore an image how they see fit. As a result, it is not expected that every piece on display have a label going into depth about the artist/piece itself. By doing so and telling the viewer direct information, the viewers ability to separate their own thoughts/opinions of the work can be tied to the information they are given. However, that is not to say that this is always the best practice. As I’m sure we all know, Modern Art is extremely complex, with different eras and styles involved, all of which can have deeper meanings. There have been exhibitions that I have gone too at MoMA in which, as someone unfamiliar with the work being displayed, explanations would have helped me better understand various art styles and movements, and how the artists related to such movements.  It ultimately leads to a constant back and forth of just how much information should be given, and perhaps furthermore, in what way can it be presented. Put too much information, and the viewers can lose sight of their own interpretation or even become overwhelmed by the information presented. Likewise, having no information presented can easily overwhelm a viewer and create feelings of confusion and even doubt of understanding a piece. There is no one simple solution- it is all about being aware of your audience and how they can perceive information. The issue I have found at MoMA is with such a variety of different people visiting, the demographics of who sees a work is too vast to be able to specify one way of really learning/teaching.  Contrary, while my own students do differ in learning styles, I at least have the per-existing knowledge of what works best for each students.

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So we finally exposed the cyanotype that my students have been getting ready and working on for months. We put in so much work, and everything ran so well. Some of my students were able to make the event, and for those who couldn’t, they were eager to see it today. We all had spent so much time on getting the entire thing together that I stayed at work for hours after I had to. So did some of my students. I’m getting ready to ask my students their reflective and post assessment questions tomorrow or the next day. I’m ready to start reviewing my data in the next week, and to gear up for the summer.