LGBT

Our world is very harsh and cruel, that means we have to deal with "situations" I wish were not situations at all, because they are simply part of life. Life is hard enough as a teenager, going through puberty and the teenage drama that is inevitable, and so much more that I care to remember. Individuals who identify with the LGBT community as teenagers must be feeling so much more stress, confusion and many other things at this point in their lives too. It is hard to find support amongst a high school crowd for LGBT individuals, who either have to suffer in silence or get ridiculed when they speak their minds. I want my students to feel comfortable with me and know that they can count on me to listen to their concerns and know that I will stand up for them--always.

If I had a student come out to me and not their parents, I would respect the fact that they put that much trust in me, and not tell anyone unless they asked me to. I would also encourage them to come out to their parents, because it might relieve some of the pain or pressure they may feel.
I've noticed a sign on the door of the art classroom at the high school that informed students that it was a LGBT Safe room, and this is something that I would like to have on my door too to let all the students know that I will support anyone and everyone in the school.

I also think it would be good to have artists incorporated into my lesson plans that have a LGBT background. This will open the students to a more diverse idea of who an artist is. Without realizing it, I used Robert Rauschenberg in my lesson plan as a contemporary artist who was a part of LGBT community. I almost like the fact that I had to stumble across this information because it shows more of a focus on his work rather than his lifestyle. I also found a couple of other artist, Cathy Opie, a photographer, and Barry Purves, an animator and director of stop motion films.
You can check out some of their work at these websites:

www.queerculturalcenter.org/Pages/Opie/Opeindex.html

www.barrypurves.com/

www.bobrauschenberggallery.com/rauschenberg_biography.htm

Discrimination

For 3 years I worked in a high end home store. I was hired to work in the plumbing department. I will be the first to admit that I had no background experience with plumbing other than my experience using it...but I don''t do anything half-heartily, so I set out to learn as much as I could--after all, it was a straight commission salary, so it was my lively hood. I learned a lot and quickly, and I was excited because I was so proud of myself for sticking with the job and proving myself as a valid member of the sales team. As you may imagine, I worked with a lot of men, in fact they were all men--probably an average of age 45. Maybe you can see where I'm going with this...

On a daily basis I confronted customers with a friendly face and was happy to help in any way I could. Most of the time I got the typical response, "I'm just looking, thanks" that you often tell a salesperson. Well, it didn't take me long to see what was happening. I would see the same customers who rejected my help now buying hundreds of dollars worth of product from my middle-aged, male co-workers. They wanted help, just not mine, because there was no possible way, in their minds, that I would know anything.

When I could get people to trust my knowledge they would often ask me how it was possible that me, a little girl, could possibly know so much about plumbing. It seemed ridiculous and repetitive to have to defend myself to this stupid assumption that girls shouldn't or couldn't understand a typically male dominated area.

I will say it was pure bliss, when those customers who rejected me because of my assumed lack of knowledge looked at me with pleading eyes when they soon saw how some of my male co-workers were even more inept with the product then they were themselves. Ah, karma!

Lesson Plan

I originally began my lesson plan on the contemporaneous idea of a project, but as I began thinking about what I would centralize it around, I kept coming back to social issues that we face today. I then began to see the lesson as something different, and the focus turned to indignation. My goal in this lesson plan is for the students to make a list of social issues and pick one that particularly bothers them. (These can range from the horrible food that the school serves, to the war in Iraq).
I've discovered works by Robert Rauschenberg that showcase some of these very ideas. He worked in a lot of mediums, but his collages seemed to be the most successful in getting the point of his concerns with regards to problems the world is facing (such as environmental issues, war, racism, etc).
The students will create a collage using as many techniques they have learned in the past, and can try new ones as well. I will also encourage the use of found objects into the collage so students won't feel confined to "art" supplies or techniques.

Creating an Artistic Self

Self Identification: Personal

I feel guilty when I yell at my kids at work, then I feel guilty that I bring my frustrations from work home and let them get the better of me. I get frustrated easily at work lately and and I wrongly take it out on the wrong people.
I feel worthy when I work hard and people around me recognize my accomplishments.
My dog makes me laugh because she has such a great personality. My boyfriend also makes me laugh because he always acts silly.
Not much embarrasses me...maybe when people point out my flaws.
People who are quick to judge infuriate me!
Seeing my nephews thrills me because they make me feel like I am the best part of their day.
My dog comforts me when she snuggles with me and licks my face when I get home--no matter what.
I'm sad when I think about how I'm neglecting my boyfriend because all my time is currently consumed with school or work.

Self-Identification: Personality

Assertive, conventional, pragmatic, solemn, truthful, courageous, constant, progressive, opinionated, humorous, serious, cynic, realist, ethical, polite, dull, boring, passive, inactive, determined, self-centered, casual, average, shy, lazy...

Self-Identification: Transpersonal

Family: Daughter, sister, aunt
Gender: Female
Education: College
Sexual Orientation: Straight
Nationhood: American
Neighborhood: Iowa
Race: Caucasian
Body Type: Normal, short
Preferred Leisure Activity: Play with my dog
Political Belief: Democratic
Religious Affiliation: None
State of Health: Good physical health
Economic Status: POOR
Age: 26
Generation Identity: Y
Marital Status: Single
Diet: Omnivore
Preferred Websites: None
Taste in Music: Rock
Taste in Fashion: Casual
Taste in Art: What ever appeals to me

For me to talk about my identity in high school compared to a college student now is a little different than most other students. I’ve been out of high school for 8 years, so sometimes it’s hard for me to remember my attitudes and feelings from that part of my life. I perceived myself as more of a friend in high school than anything. I had a strong loyalty with a few good friends that seemed to be my main focus. All my friends were also art people, so I also identified myself as “artsy.” Eight years later, I still consider myself “artsy” but as more of an artist. I also see myself as more of a family person being an aunt now and having my own version of a family.

When I think about my artwork and its progression through high school to now, I see sort of the same transformation. In high school I made things that I liked or thought was cool—it didn’t have much meaning. Now, my art has thought in it and more of a focus on emotion and reality. Age has been a great thing for me—it’s helped me put a perspective on what’s important and a focus on what I really want.

My identity

My trading cards are a series of 4 cards that are meant to be collected to create a whole picture. My identity is built strongly on my sense of family--and the tree represents that for me here.

For me to talk about my identity in high school compared to a college student now is a little different than most other students. I’ve been out of high school for 8 years, so sometimes it’s hard for me to remember my attitudes and feelings from that part of my life. I perceived myself as more of a friend in high school than anything. I had a strong loyalty with a few good friends that seemed to be my main focus. All my friends were also art people, so I also identified myself as “artsy.” Eight years later, I still consider myself “artsy” but as more of an artist. I also see myself as more of a family person being an aunt now and having my own version of a family.

When I think about my artwork and its progression through high school to now, I see sort of the same transformation. In high school I made things that I liked or thought was cool—it didn’t have much meaning. Now, my art has thought in it and more of a focus on emotion and reality. Age has been a great thing for me—it’s helped me put a perspective on what’s important and a focus on what I really want.