FINAL REFLECTION

 Looking back at everything I’ve done this semester, I honestly feel like a different person than when I first walked into class. At the beginning, I was so stressed about making everything look perfect or "right," and I kept worrying that I wasn't artistic enough. But throughout this process, I realized that art isn't actually about being a perfect painter or having some crazy natural talent. It’s just about having the courage to try things out and express what's inside your head. It really became a mirror for how I see myself, and it helped me realize that I’m way more creative and resilient than I thought. Learning to accept my mistakes instead of getting frustrated totally changed my confidence, and it taught me to finally trust my own instincts.

This whole experience also completely changed how I think about art and school. I used to just see art as a fun hobby or a chill class you take to relax, but now I get that art and education are so deeply connected. Art is like a language for kids when they don't know how to put their feelings into words. It teaches you how to look at the world differently, solve problems, and deal with big emotions. In a classroom, it levels the playing field because there isn't just one right answer, so every single student gets a chance to feel successful.

When I become a teacher, I want to take everything I felt during this course and give that same feeling to my future students. I’m not going to care if their drawings look perfect; I’m going to care about how much fun they had making them and what they learned along the way. I want my classroom to be a place where making a mess or a mistake is just part of the fun, not something to feel bad about. Ultimately, I want to use art to help every kid feel included and proud of who they are, giving them the exact same confidence booster that this subject just gave me.

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WEEK MARCH 2nd

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This week, we explored an experimental process using a combination of unconventional materials: hand sanitizer, turmeric, and baking soda. This exercise was a great way to see how specific chemical interactions can be used to build a visual composition. The process involved a simple but deliberate sequence. First, we drew our chosen shapes using a mixture of water and baking soda, which stayed invisible on the paper as it dried. Then, we made a second mixture of turmeric and hand sanitizer. When we applied this over the first layer, it reacted to create various shades of orange, effectively revealing the underlying drawing. For my project, I chose to draw the sun from Rapunzel , and the resulting contrast really brought the symbol to life. It was an interesting way to see how non traditional mediums can be manipulated to create a "reveal" effect, showing once again how the choice of materials completely changes the execution and final look of an artwork.
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WEEK MARCH 9th

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 This week, we shifted our focus to the art of relief and intaglio processes, experimenting with printing blocks and milk cartons. This exercise was a great way to see how the physical manipulation of a surface completely dictates the final visual outcome of a piece. The first part of our activity involved working with a printing block. This process required a bit of a reductive mindset; we sketched our designs onto the block and then used a cutter to manually remove any areas we didn't want to appear in the final drawing. In this method, the lines that remain on the surface are what actually catch the ink. After rolling a layer of black ink over the block and pressing it onto our paper, the carved away sections stayed white, leaving behind a bold, high contrast impression of the original design. Our second exercise offered an interesting technical counterpoint using flattened milk cartons. Instead of carving away the background, we used a punch to incise shapes directly into the s...
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PRACTICE 2

In this workshop project, we completed a three-part assignment centered on art education, practical research, and classroom management . First, we analyzed the Primary Education Curriculum of the Región de Murcia to understand the specific objectives, key competencies, and assessment criteria for artistic education across different cycles . Following this curriculum review, we answered several theoretical questions about artistic creation in primary schools . Through these answers, we explained that art does not have a single correct solution but instead encourages divergent thinking, and we noted that children need to develop a sense of time and sequence in their work rather than just focusing on isolated moments . We also discussed how art connects seamlessly to other subjects and why teachers should value each child's individual journey of self-discovery rather than demanding photographic realism . Furthermore, we provided examples of sensory questions to guide stuck students, e...
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