How to come up with iconsComing up with icons is easier to explain from the point of view from the EOAPOD vocabulary process. First, we start

with verbal definitions. We have all done vocabulary lessons from the very early grades. We start with a

definition and draw our first understanding by making the written definition into a visual definition. Next, we find an example and illustrate it. This shows that we can identify the vocabulary outside of the context of the lesson. Third,

we find an example of the vocabulary word in action.After doing these first steps we then create an example that

shows the strongest use of that term and draw that. Hey, you have an icon!

Icons should contain cultural and historical information. This means that when you look at them they should work just

like an icon on the computer, they should trigger the memory of what you have learned

Adding MetaphorNext you have to add metaphors to the process. One

thing that can help you figure out your favorite metaphors is to do a mind map about yourself. To do this, create a bubble in the center of the paper. Then

draw lines radiating from that center bubble to the main things in your life, home, activities, hobbies,

entertainment, things you like to do and so on. When you map yourself out like this, you will probably see

things that you like that can serve as a metaphor they will be things you know well because you like them, for example, comic books! A good metaphor is one that you like and that also creates relationships between

the vocabulary words.Often, the first assignment we did on identity does this as

well. So, look at your Ashley Bickerton portraits for ideas.

Big ideas are ideas that help us understand multiple phenomena (different things) as part of a general trend. These can be kinda complicated so I like to break them down as continua between opposites. As the saying goes, most things in life are neither black or white but shades of gray. So check these out and see if they help.

Abstract----------------------------------------------------Naturalistic : RealismReligious---------------------------------------------------Secular : ReligionEmotive/Metaphoric/Symbolic------------------------Narrative : StoryEmotive----------------------------------------------------Logical : Kind of MessageAbstract----------------------------------------------------Narrative : Interpretation Ideal Forms/archetypes---------------------------------Commodity : IntentionConcept----------------------------------------------------Commodity : IntentionIntention---------------------------------------------------Interpretation : Failure of LanguageCooperation-----------------------------------------------Competition : InterrelationshipsPeace-------------------------------------------------------WAR : Cooperation or conflictCultures----------------------------------------------------Artists (by name): Orientation to societyWar Heroes-----------------------------------------------Tyranny :Heroes JourneyTradition-------------------------------------------------Innovation : rate of change/progressAppeal---------------------------------------------------Threat : Propaganda Do this ------------------------------------------------- Don't do that : Persuasive PropagandaThis happened-----------------------------------Happened this way : History Painting Prop.

Other Big Ideas: Understanding of an art work is a process. Art is a verb. Art grows in understanding with outside information but can lead to inaccurate conclusions. Is there bad art? Is art whatever you want it to be? Can art be understood without outside information? Is Visual Thinking a different kind of thinking or just another “translation?”

Hints Use thumbnails to be more specific and to be doing more -- as opposed to less -- thinking in visual terms.

Use EOA/POD to review and clarify your understandings by applying them to the art and why

they are placed where they are along the continua. In order to really understand what is going on, place all

the periods we studied on each of these continua (timeline mind map), but start with a big sheet of paper and/or small print. The Big Ideas are hard. You don't

have to do x and y axis. So just rearrange the historical information on one left to right or top to

bottom axis. If you can do both, well then you are truly an impressive thinker!!!!!

I have a hard time doing this. I make two and then combine them. Not all of them work together.

Other Big Idea themes and ideas: What is it like to be human in different eras? What experiences are true for all times and what are specific to a culture in place and time? How does the external appearence of a time period look and how did it feel, how would today look to future or past generations and is that what it feels like to you? Is propaganda ever close to the truth of a time? Is there any one truth in a time period? To what degree does architecture influence behavior? What ideas can be built into a design to effect the ways people act? Has respect changed over time? Who gets respect in what periods and why? Why are artists mostly anonymous at some time periods and not at others? How come we know so much about generals but less about artists?

Creating Big Idea MapsBig Idea Maps divide the image frame into x (and y coordinates for

the daring!) coordinates like a time line or continua. They are formed by taking a continua from the Big Ideas section (or those of your own choosing) and setting the ideas on either side of the

page.In the next example online software made possible by the new Web 2.0

Framework is shown by how it works and what it is. The x axis is content that is

shared--------filteredThe y axis is

online application-------------social networkingSo, the top left are widgets that share, the top right filters several sources

or online applications,The bottom left is content sharing and the bottom right takes content and

shares it from several sources meaning databases and other sites.Discourse in our world is becoming increasingly complex.

This is a powerful way to convey a lot of information with a comparatively small amount of explanation.

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How to come up with iconsComing up with icons is easier to explain from the point of view from the EOAPOD vocabulary process. First, we start

with verbal definitions. We have all done vocabulary lessons from the very early grades. We start with a

definition and draw our first understanding by making the written definition into a visual definition. Next, we find an example and illustrate it. This shows that we can identify the vocabulary outside of the context of the lesson. Third,

we find an example of the vocabulary word in action.After doing these first steps we then create an example that

shows the strongest use of that term and draw that. Hey, you have an icon!

Icons should contain cultural and historical information. This means that when you look at them they should work just

like an icon on the computer, they should trigger the memory of what you have learned

13

Adding MetaphorNext you have to add metaphors to the process. One

thing that can help you figure out your favorite metaphors is to do a mind map about yourself. To do this, create a bubble in the center of the paper. Then

draw lines radiating from that center bubble to the main things in your life, home, activities, hobbies,

entertainment, things you like to do and so on. When you map yourself out like this, you will probably see

things that you like that can serve as a metaphor they will be things you know well because you like them, for example, comic books! A good metaphor is one that you like and that also creates relationships between

the vocabulary words.Often, the first assignment we did on identity does this as

well. So, look at your Ashley Bickerton portraits for ideas.

16

Hints Use thumbnails to be more specific and to be doing more -- as opposed to less -- thinking in visual terms.

Use EOA/POD to review and clarify your understandings by applying them to the art and why

they are placed where they are along the continua. In order to really understand what is going on, place all

the periods we studied on each of these continua (timeline mind map), but start with a big sheet of paper and/or small print. The Big Ideas are hard. You don't

have to do x and y axis. So just rearrange the historical information on one left to right or top to

bottom axis. If you can do both, well then you are truly an impressive thinker!!!!!

I have a hard time doing this. I make two and then combine them. Not all of them work together.

17

Other Big Idea themes and ideas: What is it like to be human in different eras? What experiences are true for all times and what are specific to a culture in place and time? How does the external appearence of a time period look and how did it feel, how would today look to future or past generations and is that what it feels like to you? Is propaganda ever close to the truth of a time? Is there any one truth in a time period? To what degree does architecture influence behavior? What ideas can be built into a design to effect the ways people act? Has respect changed over time? Who gets respect in what periods and why? Why are artists mostly anonymous at some time periods and not at others? How come we know so much about generals but less about artists?

18

Creating Big Idea MapsBig Idea Maps divide the image frame into x (and y coordinates for

the daring!) coordinates like a time line or continua. They are formed by taking a continua from the Big Ideas section (or those of your own choosing) and setting the ideas on either side of the

page.In the next example online software made possible by the new Web 2.0

Framework is shown by how it works and what it is. The x axis is content that is

shared--------filteredThe y axis is

online application-------------social networkingSo, the top left are widgets that share, the top right filters several sources

or online applications,The bottom left is content sharing and the bottom right takes content and

shares it from several sources meaning databases and other sites.Discourse in our world is becoming increasingly complex.

This is a powerful way to convey a lot of information with a comparatively small amount of explanation.

19

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