Virtual Exhibition

In this research project, I suggest providing a better understanding of character and a way to help students build a strong character base. By using actual characters in a comic book-style story that students can relate to, I hope to support effective student character development. Current issues in society like hate speech, the influence of social media, and peer pressure to participate in risky behavior place students in trouble areas where the development of their character is vital for their social emotional, and physical well-being. By placing the characters in this digital book in risky situations, I hope to help each student understand right from wrong while also developing a strong understanding of core ethical values such as caring, responsibility, honesty, fairness, compassion, and respect for self and others. Character education must involve the entire school and the community. To form a strong understanding of the core ethical values in character building, within this interactive book, students explore alternative paths taken by comic book characters to enhance their learning and development of good character.

In an effort to explore best teaching practices for the art classroom post-pandemic, I implemented a reflective art practice on my teaching. Post-pandemic teaching is challenging in many different ways. The data shows across the board that we face many deficits in learning and educators are working tirelessly to meet our students where they are, while also pushing them forward. Where does art education fit into this narrative? What practices in the art classroom work best for our current students? Through an autoethnographic lens and incorporating art reflective research methods, I came to many discoveries and revelations about ways my students learn best and ways to improve my own teaching practices. Through daily journaling and weekly reflective art making, I came to the conclusion that there is not a one size fits all approach to art education and that educators must meet our students where they are now and work from there. Through this approach, it takes the pressure off of teachers to try and force their students to fit within a certain framework and allows students to guide their learning. My second discovery was the importance of teachers needing to routinely reflect on their practices to provide insight into how they can improve. 

Using the process of art-based research, I visually explored the topic of microplastics and nanoplastics in our bodies, and our intimate relationship with plastics that has brought us to this state. The process began with several initial findings of what mediums and subjects failed to convey the intended ideas, until finally the medium and substrate of water-soluble oil paints on discarded plastic objects exhibited a promising result. Through research of the topic and this exploration using a variety of art mediums conducive to synthesis with the subject matter, a discovery of two different yet effective ways of visually communicating our reckless relationship with plastics was made. One expresses the physical intimacy we now share with plastics through painted nude figures onto discarded plastic household objects; and the other communicates the longevity of plastics and our time with them through a visual personal history using family photos that include plastic objects painted onto discarded, newer versions of those objects.

The act of reflecting inherently aids in the process of understanding oneself. Throughout this project, I inquired how reflection impacts learning for art growth. The images shown here offer a glimpse into the reflective process I implemented in my art classroom this past year. I have filled out the reflection worksheets as an example of how they were answered by my students. The original reflection, which has the bubble letters on the top, implies more specific answers and does not leave freedom for the students to contemplate how they feel about their artwork or why they created it. The improved reflection offers more contemplation for the artist and even helps them think about their creations moving forward. For this project, I had my students implement a reflective process while creating. The visual rubric was a process I used with younger students, who could not yet read, though most of their reflecting was done verbally. Through observing their verbal and written reflections, I recognized that artists create to discover more about themselves and the world and to aid in processing their experiences. This reflective process was inspiring for both me and my students, and I feel that we have more of a connection in relating to one another involving art-making. 

Art is more than a class you take in school or something only skilled artists can produce. Art has many uses. In my project, I reflected on the ways art has been useful in my personal experiences. I posed the question: can art making be used as a tool to relieve stress and increase one's mindfulness? I researched the uses of certain art mediums and analyzed references that used surveys and personal responses to assess people's stress levels before and after creating art. This research indicated that creating art can and should be utilized as a tool to relieve stress, decrease one's anxiety, and cultivate one's mindfulness. For my project, I intentionally made art to assess my emotional response. In each setting, I pushed myself to create something I hadn't created before. I did not focus on making my art perfectly appealing or technically correct. Instead, I simply enjoyed the moments of being free of societal pressures or other stressful factors in my life now. I carved out time for myself to make art and block out intrusive thoughts. I encourage others to find time to make and/or learn about artmaking to bring themselves peace or tranquility.

This project aims to showcase the beauty of process through the use of film photography. These photos are not only an exploration and documentation of the process of film photography, but they also aim to stand alone as beautiful images created by that exact process. Process is something that every artist takes part in and it is the moments that define us, recreate us, and where discoveries are made. Without process, there is no creativity. Without process, there is no artwork. And without process, there is no defining moments of exploration. Creativity relies solely on process and the artist’s ability to work through that process as a means to an end and a means of self-exploration. Process is what makes us better artists. Process is the foundation behind the amazing artwork and life-changing discoveries. Process allows us to be set apart as artists and innovators, it is exactly where creativity takes place. Process is the foundation in which art is born, and I hope that as you view this work you see the beauty within process and film photography.

This project is inspired by an article about media arts and its incorporation into art education. As an elementary art teacher in a rural area, bridging the gap of educational opportunities that are widely available in urban areas requires creativity and planning. One notable opportunity lacking at my current school is access to creating digital art. While covering the required curriculum without adding extra content is challenging, I recognize the necessity for my students to be exposed to new technology.

By establishing an after-school art club that focuses on STEAM (Science, Technology, Engineering, Art, and Mathematics) projects driven by digital media and personal narratives, I aim to provide more exposure for my students. Sharing the club's responsibilities with another teacher will help manage the workload and prevent it from becoming overwhelming. Planning ahead by creating lesson plans will be beneficial to ensure the club meets its objectives.

The project includes developing four distinct lessons for the art club, implementations, and a collection of visual examples. These STEAM lessons integrate digital media with personal storytelling, allowing students to develop both their technical skills and creativity.

My Capstone project addresses the historical erasure of Black women from the arts and how this erasure impacts the societal gaze and judgment of Black women. I explored historical research on the erasure of Black women in different areas of the arts and looked at how that erasure and subsequent stereotyping diminish their societal worth and ignore their features in standards of beauty. My project consists of four paintings that delve into exploring a variety of mediums and techniques in an attempt to respond to that erasure. Through my artwork, I will explain how the erasure of Black women in the arts impacts how I, as a Black woman, view aesthetics in art, how this erasure affects the societal gaze upon Black women, how this phenomenon helps to perpetuate negative tropes about Black women, and the whitewashing associated with Black women’s erasure. I will utilize color, pattern, rhythm, and texture to connect the pieces.

A large part of this project was also about self-exploration. Year after year, I recognized that I would get so wrapped up in the monotony of creating elementary project examples and writing lesson plans that I never had time to visit a gallery opening, attend a museum, or create my own original art. I often lost sight of who I was as an individual artist, and that loss of "self" diminished my light as an educator. I was complicit in creating my own erasure as an artist. While developing this body of work, I focused on growing technically and emotionally as an artist, and I believe that in turn has allowed me to also become a better educator.

Overall, the purpose of my project is to highlight and embolden the narrative that Black women deserve to occupy space as main subjects in art and within the arts.

In the introspective art project "Navigating Memory's Maze," Jennifer M. OBremski explores the intersection of memory, trauma, and creative expression. Initially focusing on women artists voicing experiences of domestic violence and personal assaults, the project becomes a personal journey following a conversation with a friend that unveils repressed memories of sexual assault. Employing hexagon canvases and tactile textures, OBremski creates small pieces symbolizing fragmented memories, eventually forming a unified narrative. Symbolism of flowers, muted colors, and the motif of a hand articulate themes of innocence, detachment, fear, and vulnerability. The artwork transforms scattered memories into a cohesive piece, illustrating the path from disconnection to healing and self-acceptance. OBremski's journey culminates in burning the artwork, symbolizing liberation and the cathartic release of past trauma, highlighting the transformative power of art in emotional processing and resilience.

This project's main objective was to engage students in fiber artmaking, focusing on wool felting. Year after year my young students enter elementary school with diminishing fine motor skills. Many of them have little to no prior knowledge or experience of holding a pencil or crayon correctly, cutting with scissors, and it is rare to find a student who knows how to tie a shoe. There are two main causes for this; increased use of personal devices and lack of family time (coloring, cutting, playing games, etc.). Traditional and contemporary arts and craft methods are important techniques for students of all ages to utilize their fine motor skills.  

During the project, students learned about wool, dyed the wool roving with Kool-Aid, and used wet felting methods to create artwork. After students watched my demonstration, they worked in groups and began felting their wool. Students were very engaged, and selfdirected throughout the process. They planned, problem solved, and used their hands to create beautiful, felted artwork. 

My focus for this project was to incorporate ecological literacy education into the art education curriculum for middle and high school students. Humanity’s existence relies on the planet’s habitats. We are facing significant challenges, primarily due to global warming and climate change. These factors have led to shortages of essential elements such as drinking water and food, as well as natural resources. Despite being a popular topic in the media, the issue remains. I want to take the next step to improve and educate our future generations to take action to address global climate challenges by promoting awareness and engagement with environmental issues through eco-art education. I developed a plan to collaborate with the City of Douglasville to organize a brunch and art competition (Earth Day Edition) for children aged K–12 titled “Planet vs. Plastics.” My second project was an art activity incorporating recycled cardboard assembled as 3-D artworks, tree houses for 8th graders, and houses for 6-8th graders. Students collaborated working in teams to pool their strengths and skills to tackle complex design challenges. I believe by doing so, the project created a positive impact and increased students’ awareness of the environment while giving them 21st-century skills in creative and critical thinking.  

This project aims to investigate the practicality, potential benefits, and ramifications of integrating the arts into three main subject areas in the elementary classroom, and to symbolize myexperiences in art form. Integrating subject areas, teaching multiple subjects together, has been researched and attempted in many schools. However, I found little evidence of real lesson plans that could fit into our current concise and structured days on the elementary level. So, I created and taught three unique arts integration lesson units in the subject areas of Science, Social Studies, and Math. Afterward, I reflected on these experiences in the form of daily journaling and reflective art pieces. In my experiences with this project, I found the most effective way to incorporate art into different subject areas is to do so holistically; to truly incorporate art into the development of understanding and not just as an afterthought. This meant students would be creating works of art as they learn or after as a reflection of what they learned. This is the same approach I took as I wrote my thoughts and created three art pieces that exemplify student engagement and learning, as well as the topic of the project. The following images demonstrate my learning while integrating art as well as my understanding afterwards.

Year after year, I noticed that my students were struggling with their mental health and self-worth. The goal of this project was to explore how I could help my students regain their confidence by creating a classroom community that encouraged peer support and self-reflection. To create a safe environment for my students to express themselves, I made myself vulnerable by sharing my own artistic successes and failures. Using the Students-as-Partners pedagogical approach, my students and I engaged in a visual journaling practice that encouraged exploration and risk-taking. These visual journals were accompanied by a variety of classroom critiques that focused on positive feedback. The result was that my students became more enthusiastic and engaged. Their confidence was demonstrated by their willingness to be vulnerable and authentic in their artmaking. Through these visual and verbal reflective practices, my students and I developed a partnership that enhanced our self-awareness and critical thinking skills. Not only did my students grow more confident during this process, but I gained confidence in my effectiveness as an educator as well. 

Art is a powerful tool for positive change. The focus of this project is empowerment and its positive effects on students and their community. After gaining experience with  murals within our school during the previous year, I proposed the idea of creating a mural to be displayed in the community to the members of my high school art club. To  emphasize their sense of ownership in this project, I took a hands-off approach, allowing the students to ideate and design the mural's theme and message, while I provided technical guidance. Ownership is important to enhance the sense of empowerment. The students selected the imagery and the message and I worked in conjunction as a mentor during the design and creation process. The project aimed to encourage a sense of ownership and empowerment in the students as they saw themselves completing a large project that they planned and painted with their ideas and designs. Ultimately, I hope the students realize their potential to organize and create impactful community projects.