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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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I’m a little bummed out about this paper, bought it from acmoore, and it sucks. Literally, sucking the ink into it and causing large bubbles. However, I tried something different for the composition. Still would love to draw the comb Brette! If not in this one, than the next!

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Work continues…here is take two of this piece. I ruined the first attempt. I had to completely restart after I smeared the entire first layer of Pan Pastels. I had actually started this before the previous work I posted with the piece I did in monochromatic blue. I had to walk away and try it after I completed something else because I was pissed. I couldn’t continue this one again, but here is round two…so far. I also included the Pan Pastels in the image so Taylor could see what the material looks like.