Couple of things, sweethearts. A) Here is your prompt for your writing assignment due Tuesday, September 22:

The Neschers antler is one of the very first portable works of art that has been carved with a zoomorphic figure. Consider the works we have studied from the Paleolithic area and complete the following:
  • Select two other works you believe share similarities with the Neschers antler, and discuss why
  • Explain the significance of zoomorphic and anthropomorphic works of art in the Paleolithic era.

Secondly, I have gathered all our materials together for Egyptian art! You can find all the vocabulary terms, key works, key work images, and key ideas/points of the chapter in this Google Doc. Feel free to print it and print it to class to make your study cards as you go! Annachell had a really hard time with StudyBlue and digital cards, so I decided to adopt Quizlet instead. I’ve already made a class set of vocabulary terms and study cards for your images. Make sure you check “show definition first” for the images, otherwise you will get all of the information first instead of the artwork! It’s up to you which ones you would like to use, but remember, I will be checking for them the day of your first exam!

Speaking of first exam, I have set a date for our first test: Tuesday, October 6th. You have Monday, October 5th off school (and I have a teacher work day). We will be testing on all our Paleolithic works, Egyptian works, Greek works, and Roman work. 🙂 We’re about to start moving quickly.

I will be gone Tuesday, September 22nd, for a training for our class. I will be leaving you an assignment that I expect you to complete to the very best of your ability. We will be relying on it and your reading for the lectures Wednesday, Thursday, and Friday (and your quiz), so take it seriously!

I’ll see you guys tomorrow. ❤


Hey, babies. Here’s your article to read before your quiz Tuesday. Things to consider: What other works come to mind when reading this article? Why? Specifically consider Central Mexico. Should you need the Galileo password, it’s mine. No. Seriously. Mine. M-I-N-E. ❤


Is it really just around the corner?

I woke up this morning and reached over to grab an embroidery piece I’m working on. It’s for my father and his new wife in their new home. As I’m working on my backstitch, I remember that I learned this in a classroom. I dyed the fabric I’m stitching on. I own 8 embroidery hoops.

My living room has two containers of yarn and knitting needles. The wash rag by my sink is stained from paint. My desk top is completely collaged. I have prints framed in my living room. How beautiful is my life?

Next semester I begin student teaching. These next two months will be my last months in a classroom that will not be partially my own… The last time saying, “oh, I have an 8 am” or “I’m just so ready for this crit to be done so I can breathe again.” My last time wandering the Dodd as a student. The last time I will just be “Kaitlynn” when I am in the school. What is my life?

Is the next step really so close to me? I can finally see the stairs and I am beside myself with excitement. I’ll miss UGA and everything it has given me, but words could never share how ready I am to have students of my own; to change lives and be changed, to make art because I want to, to have students that share their lives with me, or even just one who will. I am so ready to make my life into creative material…

Some fine art majors scoff at art education as a program… Some belittle it or believe it to be meaningless. I giggle. My major is incredible. I learn about myself every single day sitting in these classes. I get to CHOOSE what studios I take, what my emphasis is, what grades I want to teach, what is important to me and what is not. Not only that, everything I learn is intended to be passed along to fresh minds. I get to share everything I know and I want to. Sure, we discuss professional dress and the standards and what we should and shouldn’t say. We also learn how others learn so that we may flex and accommodate all of our students. We talk about what is worthy of art making (which just so happens to be every detail in your life), we discuss why we are passionate and what we care most about, the actual innocence level of children, writing curriculum as a creative act, not as a chore, appropriating standards so they may become helpful tools instead of chains which we are locked to. Why we matter…

Am I shaking in my shoes at the thought of teaching? Of course. But my fear never outweighs the time I have waited, the struggle I have endured, the fire in my heart that fuels the want for this next timeframe in my life.

To my students I have not yet met: I love you already. You bring out amazing things in me — thoughts I did not know I was capable of creating. I want to change your life in some small way and I know you will change mine.

“Be who you were created to be and you will set the world on fire.
St. Catherine of Sienna

Being There and Being With Others

So here I am, signed up for a summer semester, with the world’s best class. Finally, UGA is offering an art ed. studio course thanks to Chris Schulte. I’m able to implement all the direction and information gathered in art education classes and apply it to my art materials. I’ve decided I want to get as much as I possibly can out of this class, so I’m going to write in a journal each day, and if all goes well, type up each entry here. I’d also like to document my works of art as they progress, change, shift, transcend and are influenced by both my instructor and my peers.

How do you “be there and be with others”?

Most importantly – being present in one’s life, one’s classroom and within oneself (wide awakeness, as Rebecca Williams calls it, and as Libba Willcox implemented it).

How do you be with others?
-engaging in conversation (more than just surface deep)
-asking questions (real ones)
-support (as an instructor but also as a mentor)
-encourage and challenge
– pushing of conceptual and technical applications, material exploration and the use of personal experience as creative material.

How can I be with my students?
-It is important to me to leave all personal struggles in the car. I want to create a safe and positive learning environment and therefore, I must be positive, strong, engaged and genuinely interested because that is what my students deserve.
-Push the idea of collaboration. I want to make art with my students and among my students. I think it is important to show them I am a maker of art, not just an instructor of art.
-do not plan so far ahead and so tightly that there is no room for change. Be open to a shift in the class if my students take interest in something else.
-Consider the idea of radical hospitality and how it can be applied in a classroom (high school, specifically). I love this idea of Chris’ coffee – maybe create a new ritual or tradition similar to this. I love the thought of a ten minute, beginning of class pow-wow.

Art Making – being there and being with others
-knots: embroidery, crochet and knitting
-idea of unification without assimilation: mixed media or photo portrait series.
-the idea of working together as separate pieces to create a stronger whole. (similar to the exquisite corpse)

  • panels that add to a larger piece?
  • talking – how to translate/transcend conversation into tangible art.



Visual Journals

Can I just teach a visual journal class? How incredible would it be to just sit down every day, open up a book of your choice and make art inspired by anything you can think of? All contained inside something you can easily carry with you and made of paper that can withstand various materials. Ugh, dream job. Maybe one day?

In high school, a wonderful woman introduced visual journals to me: Libba Willcox. We had a prompt at the beginning of class each day. Sometimes, when things were going well and if the majority of us were invested in whatever page we were working on, it became the class period. We pushed the assignment to the side and continued to journal. It wasn’t until much later that I realized how important this process became to me. Just the idea of literally taking your thoughts and turning them into tangible “feels,” as my friend Nicole likes to call them.

Since I plan to teach secondary art education, I feel as though visual journals will be a large part of my focus. I decided that perhaps instead of prompts that are questions, I may use prompts that are statements, quotes, song lyrics and then request a page be created in response to it. Here are some of the quotes I have collected:

“Maybe our favorite quotations say more about us than about the stories and people we’re quoting.”
-John Greene

“One only sees well with the heart. The most important things are invisible to the eyes.”
– The Little Prince

“I must learn to love the fool in me: the one who feels too much, talks too much, takes too many chances, wins sometimes and loses often, lacks self-control, loves and hates, hurts and gets hurt, promises and breaks promises, laughs and cries.”
–Theodore Isaac Rubin.

“Listen to the mustn’ts, child. Listen to the don’ts. Listen to the shouldn’ts, the impossibles, the won’ts. Listen to the never haves, then listen close to me… Anything can happen, child. Anything can be.”
–Shel Silverstien

“Close your eyes. Clear your heart. Let it go.”

“Be daring, be different, be impractical. Be anything that will assert integrity of purpose and imaginative vision against the play-it-safers, the creatures of the commonplace, the slaves of the ordinary.”
– Cecil Beaton

Ideas for Lesson Plans

Light and Shadow play – creating a lightbox. Photographing materials after they have been arranged. Use beads, shapes, clear pieces that are tinted with color, transparencies, feathers, ribbon.

Letter to Me – write a letter to yourself that you will put in a time capsule. Choose a line in your letter and create an artwork inspired by it.