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Artist Details

Midori Hirose

RESIDENCY REQUEST

Book this artist using the Residency Request Form

RESIDENCY GOALS

During my residencies students learn that:

 

Art creates conceptual connections through experiential approach. Students will create their own interpretations of an object and create new stories.

 

Creative learning through the arts is key to human thought processes. Students will learn to think and make conceptual associations through approachable, concrete materials.

BIO

I work with many different kinds of materials, teaching students methods of viewing materials in multiple dimensions that will open them up to innovative design and thinking outside the box. While teaching ESL I learned one must figure out multiple methods of reaching a student. Thus, investigation and curiosity became a primary reason for why I love teaching. I invite students to the table to share their stories, using visual representation as the medium through curation.

DISCIPLINES

2D Visual Arts,3D Visual Arts,

GRADE BANDS

K-2,3-5,

LANGUAGES SPOKEN

Other, 

WORK WITH STUDENTS

Mask Making:  (K-8)  Let’s investigate and look at portraits and different types of cultural expression thru masks. What types of materials are used?  How did the artist create this mask?  What stories are behind the mask?  Through studying examples of masks (historic to contemporary) and observational thinking, students will then explore their own materials to create a mask. We will explore the historical and cultural significance, and associations of self expression of the physical, emotional and imaginative self.

 

Dioramas:  (K-2) Creating dioramas help students tell a story through spatial connections. Dioramas can encompass various environments from desert, forest, oceanic and/or outer space to social, science and/or historical periods, even direct environments children enjoy (such as their school garden or their room at home). Students will create a narrative, pick their favorite object from that environment, then draw and design a real or imaginary environment that will house that object, which will be reflected in their final diorama.

 

Paper can Pop:  (3-8)  How do you transform a 2D piece of paper into a 3 dimensional construction? We will examine examples of art that have two dimensional qualities with 3D applications. Paper folding can be applied to all sorts of subjects from math, science and engineering to introductions to different cultures studies. Plants and animals can be created, and even finding solutions on how geometric shapes balance and fit together (3D weave, mobiles, stabiles and/or origami.) Adding paint or colored paper into the mix provides another dimension to the design of the artwork (such as concertina and/or pop up art.)

 

Connect with Clay:  (K-8) Explore all the possibilities of working with clay. Clay is a motivational, expressive medium that helps students develop their sensory and motor skills. Students can learn measurement (+/-, fractions), cutting, building and shaping, and how to problem solve (from learning various methods such as low and sunk-relief art, imprinting materials, coil and slab building.) I usually use clay as a process-based material, but I’m open to helping students create an air dried and/or fired/glazed final product. Collaborative clay projects can be applied by having each student work on their own piece which then is shared with a table group. Students in the collaborative project would circulate around a larger collaboratively designed piece, needing to negotiate teamwork and shared authorship while working together.

 

Place Paper and Paint in Motion:  (K-8) Tell a story through paint and paper in motion. Color and paint technique will be introduced. Students will explore perspective by creating a real and/or imaginative geographic landscape. The landscape may also be selected from a historic, scientific and/or cultural study. The landscape will be sketched and then painted. On a separate sheet of paper, the student will paint and cut out a character/object, that will loosely lay atop of their landscape. This character/object can be moved around on the landscape in an interactive way while students dive deeper into the story or subject matter. Students will then write about their character/object’s voyage in this landscape and may share their story with the class. As a curatorial, interactive aspect, students can post their landscapes to a wall at student height to share and study their landscapes with fellow classmates’ landscapes. The students can then move their individual character/object around to further explore their classmate’s landscapes.

 

The above are examples of programs that could be applied. I’m open to discussing additional program exploration to fit your classroom’s needs.

 

Example of Materials (not limited to): mixed media, pens, pencils, paint, paper, glue sticks, clay, found objects (natural or man-made materials).

CURRICULUM CONNECTIONS

Math: drawing, painting, and sculpture projects incorporate measuring, shape recognition and geometry.

 

Reading and Writing: Some projects start by reading or inventing a story and finish by reflecting through writing. Image making is important for younger students who are just learning to read and write.

 

Social Studies: Projects that explore mapmaking and homes begin with a discussion of culture and geography. These can be easily connected to the study of a specific place, historical period or culture.

 

Science: Topics related to science such as species of animals, plants or the environment can become a starting point of a project. Sculptural projects incorporate learning about the weight of material and the force of gravity to create balance.

GALLERY

FEE INFO

Meetings, prep, planning, research, installation: $45/hr

In Classroom Teaching & Staff Professional Development: $65/hr

Supplies: $3/student. This includes brainstorming and prototyping materials, photocopies, and photographs. Depending on the chosen project, there could be additional supplies cost. Costs can be kept low by using supplies available in the classroom and using recycled materials.

Travel: Standard IRS Mileage Rate

CONTACT INFORMATION

Contact:

Questions? Contact your Right Brain Coach.

Phone:

503-225-5900 x229

Email:

kstrelchun@therightbraininitiative.org

Website:

http://www.midorihirose.us

REFERENCES

Samantha Wall

Art Educator

swall@pnca.edu

503-200-9036

PNCA Continuing Education Youth

5th grade thru pre-College

Dana Dart-McLean

Art Educator

danadartmclean@gmail.com

Sankofa Academy

K - 8

Amanda Ferguson

Teacher

fergusonam@nclack.k12.or.us

(503) 353-5600

Spring Mountain

Kindergarten


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