5r's review

EDX1250 Assignment 1

Template for the 5Rs Reflective Writing Scale

by Carolyn Cupitt

Component 1 - Reporting

This is a straightforward description of the artwork. It does not explore the ‘essence’ of the work but focuses on the apparent features. Imagine that you are describing it to someone who cannot see it. (For the final submission, collaborate in order to combine perceptions and observations. Create a broader, group report of the piece. Marks will be given for clarity, detail of observation and perception).

Min – 100 words

There are shells and square tiles to represent stones or bits of wood that have been blown or floated up onto the beach. They are placed in a haphazard manner like as though they are on the sea. In the background going diagonally from left to right are different coloured stripes covering the whole page. The brown stripes are from dark to light colours. In the left top corner are some twigs.

Min – 100 words

Component 2 - Responding

Respond to the artistic ‘substance’. Describe the use of formal elements (Formal elements are described in detail - reference – see p. 157 Text). Discuss the use of line, colour, shape (form, mass and volume if necessary), texture, value (tone, shade, intensity and tint - if necessary) and also balance. Comment on ‘technique’.

Include descriptions of emotional responses to the artwork. Raise new questions about the piece. The questions may be varied and with a broad focus about the nature of art, the process of interpretation or of creativity in general. Issues related to teaching are mentioned (For the final submission, collaborate to include ‘alternative’ interpretations of meaning that other members, other than the artist, may have about the piece and a variety of questions raised by individuals).

Min – 300 words

There are soft lines with the coloured strokes but hard lines on edges of the shells.

Colour is what you would expect what sand would look like if you had never seen sand before. The texture is that you can imagine you are at a beach on the sand and there are seashells everywhere and off in the distance you can see some twigs.

Component 3 - Relating

Relate or make connections between the substance (described above) and your own prior experience, learning or understanding of the arts. (For the final submission, collaborate in order to include a variety of related experiences that colleagues may have about the piece).

Min – 100 words

Without looking at what was described I let my imagination tell me what it was supposed to represent. After doing my thoughts on the piece I then went back to the website to see what was described and I found out that I had described exactly what was trying to be portrayed by the artist.

Component 4 - Reasoning

This is a response to the deeper substance of the artwork and includes reasoning and critical comment on significant factors such as the use of symbolism and visual metaphor.

Include thoughts about ‘the meaning’ of the work and how the compositional factors contribute to its ‘meaning’. Support subjective interpretations with explanation. (In the final submission stage, in your group you may discuss the original intentions of the artist. but in collaboration, you may also include ‘alternative’ interpretations of meaning that other members may have about the piece).

Min – 250 words

I have no idea how to answer this component.

 Component 5 - Reconstructing

From understanding developed through addressing Component 4, reconstruct and reframe new understandings about the issues raised and how these will influence your future actions as a teacher of the arts. Mention awareness of the development of children’s personal aesthetics (refer to p. 133 of the Textbook. (For the final submission, collaborate about shared understandings and ‘reconstructions’ and collate actions for the future).

Min – 300 words

I probably won’t be able to teach the students much about art and what it means to the student but the doing part I could probably do.