Dog Star / A Creative Arts Guide
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DOG STAR NYC IS A CREATIVE ARTS GUIDE | ART + THEATER + CHEAP DATES + POP CULTURE + FREE EVENTS + CITY LIVING + DESIGN + MUSIC + PHOTOGRAPHY + SPORTS + VIDEO + FILM + STREET LIFE + WRITING + POETRY & LOTS OF FUN + MAKE ART OUT OF YOUR LIFE!
Image above: Vik Muniz
A Bar at the Folies-Bergère after Édouard Manet, from the Pictures of Magazines 2 series, 2012.
Out of the refuse of modern life—torn scraps of outdated magazines, destined for obscurity—Muniz has assembled an ode to one of the first paintings of modern life. Édouard Manet’s A Bar at the Folies-Bergère, painted in 1882, explores the treachery of nineteenth-century Parisian nightlife through the depiction of a bartender attending to a male patron reflected in the mirror behind her. Muniz plays on Manet’s style, replacing Manet’s visible brushstrokes with the frayed edges of torn paper and lending the work immense visual interest.
“Thank you for DogStarNYC, in general. The site speaks to so many kinds of interests; it discerns which qualities will appeal to many different tastes in a tremendous number of activities. I love how it encourages young people to pay attention to the unusual.
In New York we let so many teens walk around the periphery, mildly shell-shocked by life, while the information that they need to make sense of their world sits in the center of the room. DogStarNYC welcomes them into the middle of the room; the blog tells them how to walk there. ” - Stacy L.
DOG STAR is the creation of a high school English teacher in New York City. This blog began in 2008 as an online community for a journalism class and has since evolved into a curated site on the creative arts, arts-related news and a guide to free and low-cost events for teens. Our mission is to offer teens real-life options for enjoying all the creative arts in New York City. May wisdom guide you and hope sustain you. The more you like art, the more art you like!
Saturday, November 29, 2008
We need to follow up on the following:
1. Have you turned in your Home Contact Signed Slip?
2. Have you turned in your Bergtraum Profile?
3. Did you prepare for “Estate Planning” Project (scroll down to see the project)?
4. Who is meeting with Chloe or Mr. G on Thursday for editing session?
5. What questions do you have for World AIDS Day (today, Dec. 1)?
6. Have you completed the Take-Home Test #4?
7. Have you read the two articles for Test #4?
8. Have you completed the graphic adaptation of the Supreme Court case?
Due by end of class Tuesday, December 2, 2008:
Read the Wikipedia entry for photojournalism
In your Learning Journal (LJ) make notes and a new entry in Table of Contents:
Heading: Photojournalism Unit
1. Definition of photojournalism
2. Three aspects (T.O.N.) of photojournalism that set it apart from other photography
3. Early history of photojournalism – a brief description of how it got started
4. Name the first recognized photojournalist and his subject.
5. Name five famous photojournalists and the subject of their photos.
Choose ONE photographer from the books available in class.
You will write on ONE page for each photo with the following heading:
Photojournalism: ONE photographer / 5 pictures
A Closer Look
This assignment has four parts, to be written on ONE page for each photo:
1. Photo title and photographer and objective description of the content/subject
2. Timeliness – explain why the photo is important as a document of an event
3. Objectivity – explain how the photo shows a fair and accurate scene of the event
4. Narrative – explain what information is relatable to the reader/viewer
It may be that you are able to write more/less depending on the photos!
Wednesday, December 3: Ms. Ashley comes to class for “Estate Planning” Project
Thursday, December 4, 2008: Chloe Hilliard works with students
Due Friday, December 5, 2008 – REPORT TO ROOM 115 (not 209)
Friday, November 28, 2008
TAKE THE ATTENDANCE SURVEY IN THE SIDEBAR AND
CLICK HERE TO SEE MORE INFORMATION
Thursday, November 27, 2008
to be thankful for the blessings in our lives - especially in these difficult times!
CLICK HERE FOR THE ARTICLE
LEAVE A COMMENT - AFTER READING THE COLUMN,
LET US KNOW WHAT YOU THINK!
Broder describes why we need Obama's intelligence now more than ever!
CLICK HERE FOR THE ARTICLE
LEAVE A COMMENT - AFTER READING THE COLUMN,
LET US KNOW WHAT YOU THINK!
around the world. She explains what she learned from meeting different cultures
and their influence on her point of view. She explains how her travels result in
photography projects in Latin America for ten years then to Kurdistan in the Middle East.
We will see an exhibit of Susan's work when we visit the International Center of Photography.
CLICK HERE FOR THE VIDEO!
AFTER WATCHING THE VIDEO, LET US KNOW YOUR COMMENTS & QUESTIONS!
Wednesday, November 26, 2008
While we have many things going on for our class, I know you will welcome an opportunity to create an art project for the Broadway show we're seeing, "Dividing the Estate." In this activity you will create an imaginary packet to be left to your heirs, not unlike the packet (click here for a Wikipedia entry on Last Will & Testment) left for the children and grandchildren in the play when Stella Gordon dies and the family must learn how to "divide the estate."
I developed this activity in collaboration with our school's Project Arts teacher, Ms. Ashley. First, I will describe the project and then break it down so that we can all be successful in completing it to coincide with the date we see the show.
This will be graded (see below) for the THIRD MARKING PERIOD.
WHAT IS THE PROJECT?
We call this project "Estate Planning." Students will imagine three "objects" from three points in their lives: the present (age 15 / 16 / 17), middle age (50 or so) and later (age 95). For these three points in our lives there will be an object we treasure and want to leave for our heirs (spouses, favorite nieces and nephews, great-grandchildren and so on).
HOW DO WE MAKE THE PROJECT?
We will place these objects inside - and just at the opening - of a large brown envelope. We will affix a special label to the envelope to identify the student, the objects and the project. Each of the three objects has a special and meaningful function. Each of the objects is to be created in a particular way. Everybody's objects are to be mounted (glued) to the presentation envelope.
Object #1: Written component - may be typed and printed and glued to a 5 X 7 card, may be placed inside a long, white envelope or may be something we can read by looking inside the envelope. Forms this might take: a letter to your heirs, diary or journal entries, original poetry, a statement about how the estate is to be divided or a letter to be read in public either in the company of family, employees or both.
Object #2: Collage component - Should be ONE dominant element with color you add or cut from magazines. Forms this might take - visual only: If you are leaving a house, you have found a picture no larger than 5 X 7 of your dream house (online?) and printed it or drawn it to be included, jewelry, books, money, stocks, other important documents and, of course, anything material you can think to leave your heirs. Photographs, postcards, pieces of posters and so on would be terrific here!
Object #3: Hand-drawn component - Should be ONE dominant element (see above) and you will be expected to create this component with guidance from our art teacher, Ms. Ashley. Art supplies will be provided (better than Mr. G's usual colored pencils!).
While it is no necessary, you may have an easier time thinking of the components / objects if you align them with the three age points in a person's life. You may not change any of the components or duplicate them in any way. (For example, you cannot decide not to do the hand-drawn component and, instead, will do TWO writing components.)
SOUNDS LIKE FUN! WHEN DO WE START?
Right now! For Monday, December 1, come to class ready to make a chart with the following: names of the objects, the for it will take (which component each will be), and materials needed to complete the component for the presentation envelope.
Ms. Ashley will come to our class on Wednesday, December 3 and Wednesday, December 10 to work with students on completing the hand-drawn component.
HOW DO I GET GRADED ON THIS PROJECT?
Four parts to be scored as follows:
Written piece = 25 points (relevancy, follows directions, connects to overall presentation)
Collage = 25 points (relevancy, effort at making collage as evidenced by finished piece)
Drawing/hand-drawn = 25 points (relevancy, effective use of art materials, effort)
Overall presentation = 25 points
TOTAL SCORE = 100
WHAT ARE YOUR COMMENTS & QUESTIONS?
AFTER YOU HAVE VIEWED THE ONLINE SLIDESHOW, LEAVE A COMMENT BELOW TO LET YOUR CLASSMATES KNOW WHAT YOU FOUND INTERESTING OR SURPRISING!
DO NOT COPY THE QUESTIONS!
Directions: For each question below, write a response which shows your understanding of the assigned content and your application of key concepts in the unit. We think a successful response to both questions is at least ONE well-written paragraph.
Part A: Questions from websites
Copy ONE of your pages from your LEARNING JOURNAL that shows your use of several websites to answer ONE of the three questions assigned for the homework due November 17.
Part B: "Freedom to Offend"
In the New York Times article "Unlike Others, U.S. Defends Freedom to Offend in Speech," by Adam Liptak, there are many, many rich topics for discussion. While we can take up more on two I have chosen here, as well as others I have left out, I want you to be able to speak and write confidently on two of the most important.
1. Define the concept imminent violence.
2. Explain this quote and the terms in DARK BLUE. You may have to refer to additional sources:
“Canadians do not have a cast-iron stomach for offensive speech,” Mr. Gratl said in a telephone interview. “We don’t subscribe to a marketplace of ideas. Americans as a whole are more tough-minded and more prepared for verbal combat.”
Part C: Making the graphic adaptation of the Supreme Court case
Describe what you did to contribute to a graphic adaptation of the Supreme Court Case "Bennett vs. West Virginia Board of Education." Explain what you selected from the case to be illustrated and lettered in the poster. Discuss what you understand a little more about the importance of this case to students in schools.
Part D: "Joining the War Over the Constitution"
Explain what Hentoff argues for and why it is so important.
Monday, November 24, 2008
In addition, you will need to read Nat Hentoff's article on the Village Voice website, "Joining the War Over the Constitution," a link can be found here:
For both these articles, you will take notes in your Learning Journal with key concepts and a summary of the main points. Be sure to update the Table of Contents!