Angela

2 . To have students reflect upon their own personal art experiences and understand which art elements they are most strongly influenced by, and to identify how different works of art are organized 3. To think critically about their own personal art aesthetics and preferences 4. To communicate with others about art, and to compare and contrast the similarities and diversity in art pieces In your online introduction, answer these questions for your classmates: What **primary** art element you are most drawn to and why? What is the **secondary** element that you are most drawn to? What kind of organization do you prefer: variety or economy? Which balance do you prefer: symmetrical? asymmetrical? other? Feel free to cite an example of one of your favorite works. Submit your introduction to the Discussion Board by ___. Find at least 2 other classmates who are drawn to the same elements that you selected and reply to their introductions.
 * Angela Plunkett, Icebreaker __Design Preferences__**
 * Art 40, 2 Dimensional Design** Freshman Introductory course for those interested in art and a requirement for most art majors
 * Task: ** Introductory exercise (1st or 2nd week) of 16-week course
 * Objectives: ** 1. To have students read their text, and to use design terminology appropriately
 * Method: ** Asynchronous
 * Instructions: ** As you read your textbook, be sure to focus on basic design terminology. The //design elements// are **line, shape, value, color, and texture**. The //principles of organization// are **harmony, variety, balance, proportion, dominance, movement, and economy**. You are surrounded by design in both natural works and manmade works. Now you must start the process of (1) identifying the elements artists use to visually convey content and (2) identifying **//how//** artists visually organize elements in their works.
 * Additional notes: I am looking for a thoughtful introduction that tells others a little about your visual preferences . **__

Angela, I __really__ like this icebreaker as you designed it. It meets all of the criteria for an effective icebreaker as identified by Conrad, and also gets students to start thinking about the content. I think it would work really well in an online class. Therefore, I have no real criticisms just an idea about how you might take it further and utilize some of the tools. One thing you could do is get the students to form into groups and then create a Wiki together on their visual preferences which include images they find online or of their own work, perhaps in the following week. This would move the whole activity into the visual and be a way to introduce the other students to different ways of experiencing and perceiving art.
 * Critique of Angela's icebreaker above by Claire Cesareo-Silva:**

** Task: ** Introductory exercise for the beginning of the course You will need to review your classmates’ portraits and respond with feedback to at least two fellow artists. What did you learn about your classmates?
 * __Angela Plunkett, Icebreaker Self-Portrait Collage (this is a spin-off from Donaldson's suggestion.) __**
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 * Art 40, 2 Dimensional Design Freshman Introductory course for those interested in art and a requirement for most art majors**
 * Objective: ** To introduce students’ interests and develop perceptions
 * Method: ** Asynchronous
 * Instructions: ** You are to create a self-portrait collage. It should be more than a photo of your physical appearance. Include images that tell us who you are, your interests and your passions. You may download and organize digital images or cut images from magazines to help you create your self-portrait. When you have completed your awesome portrait, you will want to enter your name in the discussion board entry and attach your document. If your collage is executed by hand, create a digital photo and submit. Do not spend more than 3 hours on this assignment.
 * Additional notes: ** This is a social communications activity. Students are not being graded on creativity or formal art elements. Points will be assigned for participation.

Angela I really enjoyed your 'spin-off' of the portrait icebreaker. It includes all of the items for an effective icebreaker outlined by Conrad and I really can not think of any changes I would suggest for this assignment. It is fun, person focused, promotes imagination and requires interaction with fellow students. It is an assignment that I would not mind doing myself. Great job!
 * Critique of Angela Plunkett's icebreaker above by Monique Coombes:**

This is a wonderful icebreaking assignment. I may incorporate a small portion of this activity by allowing students to create an avatar image for their class blog. My critique of this activity reflects a belief that creating a pictorial collage to express our own image requires ongoing reflection, self-examination, and courage. The result of this personal awareness can be life-changing.
 * Critique of Angela Plunkett's Icebreaker Self-Portrait by Linda Morris Freshwater **

The activity also plunges students into building artistic perception skills (class content) while creating a supportive class climate (lowering the affective filter). Furthermore, it increases understanding of the differences among fellow students, enabling class communication and increasing appreciation of the rich diversity in which we live and learn. I am amazed by how much it can accomplish. Thank you!


 * Critique of Angela Plunkett's icebreaker Self Portrait by Maryam Afshari **

I like it Angela. I think this is very fun and creative ice breaker. A self-portrait collage to tell about who you are, your interests and your passions! The individual's personality type and her approach to art. This is an interesting first step in understanding not only how personality type impacts on the way one goes about doing art, but on how different personality types differ in how they view art, and how they make guesses about the personality types of others!We may be surprise to see each person 'see things' in the art that is not intended by the artist.

Angela, Nice way to meld content into the introductions and have students begin using the terminology of the discipline. You have asked them to focus on design terminology as the read; what if you extended the activity one step further by suggesting that they use as many of these design terms as possible in writing their introduction? LeeAnn