This class investigates the theory, method, and form of collage. It studies not only the historical precedents for collage and their physical attributes, but the psychology and process that plays a part in the making of them. The class was broken into three parts, changing scales and methods each time, to introduce and study the rigor by which decisions were made in relation to the collage. The class was less about the making of art than the study of the processes by which art is made.

This article lists seven art techniques and four poetry types that can be used to depict and describe the aurora.

This is a simulation for students to integrate several concepts on saving and banking into one project.

Students will introduce themselves and get to know one another by asking and answering questions about personal preferences.

Students will introduce themselves and get to know one another by asking and answering questions about personal preferences.

Students will introduce themselves and get to know one another by asking and answering questions about personal preferences.

How to Create a Vision Board

A Copyrighted Activity Created by and Re-posted with Permission from
Louise Gale http://www.louisegale.com

Objectives:
The participants will:
1. Reflect on goals for themselves for a set point in the future
2. Use the art form of collage to manipulate materials and create artwork that symbolizes those goals and visions

Audiences:
This activity can be used by any age group. Counselors/therapists may adapt this activity for those who are battling depression, addiction, PTSD or other issues.

What is a Vision Board and Why is it Important?
A vision board is simply a board of any size which has pictures, words and other items collaged onto it. The purpose is to create a picture or vision of what you want to attract into your life—this could be where you’d like to visit or live, changes you’d like to make to your existing environment or life, or how you’d like to feel. Displaying your vision board where you will see it every day will help you “tune your brain”, similar to a radio signal, to remind yourself of the goals you have set as you go about your busy life! Visuals are powerful as they tap into your subconscious more than words. I really like to use a combination of visuals and words as the words will also help increase the emotional response. I usually keep my vision board in my bedroom so I wake up to it every day. Remember you don’t have to do this alone. You can invite your family and close friends to take part.

Students compare and contrast a photograph and a photo-collage depicting the same highway and write a descriptive composition of both images. They identify one-point perspective in works of art then draw a desert landscape using one-point perspective.

Introducing the Art Form of Collage

A Lesson Inspired by Artist and Teacher
Jean Martin

Objectives:
1. Share information about the art form of collage.
2. Create a simple collage.
3. Tell a story about the artist who creates the collage.

Audience:
This lesson would be suitable for all ages.

Learn about the work of artist Roberto Juarez. Inspired by his memories of childhood, Juarez combines collage, painting, and printmaking to make large-scale artworks. In the related activity, students will work with these techniques to create their own mixed media piece. The video and discussion will take one class session. The art activity will take 3 or more class sessions.

More About This Resource
For more studio tours and other arts content from WMHT, visit AHA! A House for Arts. AHA! A House for Arts features the stories of artists, makers, and creative institutions right here in our backyard and across the country. A celebration of all things creative, AHA! features everything from the traditional to the innovative.

This OER is a culmination of conversations, pedagogical practices, and ways of being together that developed as a collaboration between co-authors Borbala Gaspar (bgaspar@arizona.edu) and Chantelle Warner (warnerc@arizona.edu) and the engaged group of students who took part in a year-long series of extracurricular gatherings, which served as an exploratory space for the ideas shared in this handbook. The poetry club evolved from the authors’ shared desire to create a space adjacent to the classrooms in their language programs (Italian and German respectively) where students could explore the aesthetic and affective endeavor of language learning, rooted in the human capacity for exploring alternative ways of making sense of themselves, the world, and their experiences within it.
This handbook is intended as a resource for educators who wish to develop a similar extracurricular club or who are looking for inspiration for their classrooms. In the first chapter of the handbook, we introduce you to the background of the project and the current discussions of well-being in higher education. Part two provides an overview of the conceptual underpinnings of multilingual making and poetic play as ways of engaging with language and language learning. Core concepts and principles are outlined, emphasizing the significance of living together in and through languages, and the role of multilingual making when learning a new language. The handbook explores various forms of poetic play, such as collage, response artwork to poetry, clay work and visual representation of poems. It delves into core principles for establishing a multilingual poetry club offering guidance on creating and sustaining such a club. Sample activities illustrate each example including collage, mixed media, limericks, and remarks from the authors and creators of the artworks. Additional resources such as blackout poetry and other ideas that could potentially further engage club members in creative expression are included as well. Finally, this book concludes with reflections and additional resources for educators interested in promoting multilingualism and creativity through poetry.
After reading this handbook, you will be able to…
Identify the key factors that students indicate as influencing their sense of belonging;
Define and discuss key concepts and terms related to playful poetry and living literacies approach, and relate them to other discussions in the field of second language teaching and learning;
Explore the forms and functions of multimodality and living literacies in the examples;
Reflect on how to apply these ideas into your context.

My Story Collage

A Lesson Developed and Submitted by
Cathy Harrington and Marilyn Stadler

Objectives:
The participants will:
1. Collect mementoes, pictures and art elements that are important and meaningful to them
2. Utilize art elements and the art form of Collage to create art
3. Use language, written and oral, to share information about the art they have created
Audiences:
Would be suitable for ages elementary to senior citizens. Storytelling has wonderful healing power. When it is combined with Collage, it provides an avenue for the creation of personal art and gives a “voice” to the artist.

My Story Quilt
Lesson Submitted by Cathy Harrington and Marilyn Stadler With Links to Dick Blick Copyrighted Lesson Plans “Painted Story Quilt” “Quilt Block Collage” And “Paper Memory Quilt” www.DickBlick.com

Objectives:
The Participants will

1. Gain knowledge about quilting and the life and art of Faith Ringgold

2. Collect mementoes, pictures and art elements that are important and meaningful to them

3. Use art elements and the art form of Collage to create personal art

4. Use language, written and oral, to share information about the art they have created

In this lesson students use the co-created process grid and their journal to create a collage using visuals and words from magazines to illustrate and celebrate all aspects of their identities, with the invitation to include gender expression and gender.