Another Strange Dream...

Oh boy did I have some strange dreams last night! Come to think of it, there was a full moon. Hmmm...maybe that had something to do with it. Anyhoo...I'm just going to name these off in no particular order, because I can't remember ALL of the strange details:

The first detail that comes to mind is a ladder. I'm not sure how it happened, but I find myself being kidnapped by a weird man who had been stalking me. He takes me to some garage and ties me to a ladder. I'm upside down. I guess he's a stupid kidnapper as he fails to tie my hands so I manage to escape.

Then, I find myself in a salon, which isn't my usual salon. I'm doing a walk-in appointment, which I would never do. I tell the stylist that I already had a cut and color a couple of weeks back, but I wanted to do something different. I tell her that I recently found out I had a stalker and I just need to relieve some stress. She suggests I do pixie bangs, and I'm like "sure!" She offers to do my makeup as well. Then all of the sudden, I notice an older man in the chair next to me who looks like he's going to yack. I freak out, because, well, vomit is disgusting. My stylist and another chick goes to help the man and takes him in another room. It seems like I wait  a lifetime for my stylist to return and she never does. I'm really bummed about not getting my pixie bangs!

Then, I'm suddenly at a restaurant, yet I'm still trying to track down my stylist and/or a manager to complain to. I feel like I'm walking aimlessly trying to find someone to complain to. I finally find a manager and start complaining about my stylist leaving. Obviously, that got confusing. I then run into my in-laws who are eating with some of their friends. They invite me to sit down with them. They are complaining about how they ordered their drinks hours ago and still hadn't been served.

Then, I find myself near a body of water, which I'm pretty sure is a lake. It may be an ocean though. I don't know haha! I'm just going to go with a lake. I run into a few people I know...oh, and I have Liv with me (I think). Everyone is talking about how much the water had risen. Apparently I have been to this place before, because I'm amazed by the difference. Where you could once walk, there is water. I stood on what is left of the shore, trying not to get into the water. Somehow, I manage to get pulled into the water and can't get out. I struggle and struggle to finally get to the shore. I recall having the fear of there being an earthquake, which could result in huge tidal waves. I take off and run as far and fast from the lake as I can.

Then, I find myself in a trailer. Liv is with me and she's playing with a toy kitchen. I recall her pretending to wash dishes. Then Anthony walks in and he's wearing a very conservative, long denim skirt. I'm thinking "what the heck is wrong with him?!?!?" I want to tell him how ridiculous he looks, but I don't want to hurt his feelings. I let him walk out the door just imagining what his friends would say!

You can find this shirt here!

THEN FINALLY, I'm startled awake by a horn honking because my silly hubster somehow managed to hit the panic button on his keys that were in his pocket. The last thing I remember before almost having a heart attack was the word, "Zork." I googled it to find that it's an old computer game. WEIRD!!!

 

Read more: http://www.mylivesignature.com/mls_wizard2_1.php?sid=54488-181-7AE6740E1CB4DAD7B064C9E227F1A145#ixzz0pEmRKLuB

Liv's First Ballet Photo Shoot

Jellico vice mayor, 4 women cited for sex acts at Knox cantina

Jellico vice mayor, 4 women cited for sex acts at Knox cantina

Friday's Fact: There's a Story Behind Every Name

There are some uber clever and creative blog titles out there-some are so clever, you just have to ask, "WTF?!?" Here's the story behind my blog's title. I have an old blog that's probably still somewhere out there, which was titled, "My Husband Doesn't Listen so Maybe You Will." I quickly realized the title was much too long and was kind of dumb and obnoxious. Ok, so I'm a Seinfeld fanatic, and anyone who loves Seinfeld has watched the Bizarro Jerry episode. Even though Seinfeld is known as the "show about nothing," there is a story behind every episode. Here's the 411 about the Bizarro World. In closing, I chose Bizarro Novarro's world as my blog title, because, c'mon you have to admit it rhymes, and because I'm a HUGE Seinfeld fan (seriously, I can work a Seinfeld episode into almost every conversation).  Oh, and I guess I'm kind of bizarre myself. ;) That pretty much sums it up! Now, tell me your stories!

Passive Aggressive Notes

I found the funniest website ever. I could kill hours on PAN, which stands for Passive Aggressive Notes. I submitted one of my very own passive aggressive notes, which I found in my college journal:

Handwriting Tag

I'm constantly getting great ideas from other bloggers that I can't help but "steal." Here's one of them. It's a blog post you write with an actual pen and paper. Here goes:

Write down the following, snap a picture and post it.


1. Name & blog name

2. Right handed, left handed or both

3. Favorite letters to write

4. Least favorite letters to write

5. Write 'The quick brown fox jumps over the lazy dog.'

6. Write the following words in all caps.

CRAB HUMOR KALEIDOSCOPE PAJAMAS GAZILLION

7. Favorite song lyrics

8. A special note or drawing

Today's Tennessee Happenings

Another Old College Paper

I went into college as an education major (I wanted to teach K-5) and left as a psychology major. Completing the following lesson plan helped with my decision to change career paths:

Title: Room for Thought: An exploration of rooms by Vincent Van Gogh.




Grade: 3



Class Time Length: Two 45- minute Art Periods.



Objectives:

•Students explore how the use of colors, lines, and shapes are used to express a certain feeling and/or emotion in room paintings by Vincent Van Gogh.

•Students respond to paintings of rooms by Van Gogh in a class discussion.

•Students compose individual room paintings in comparison to Van Gogh’s works, which exhibit a particular emotion.



Tennessee Visual Art Standards:

•# 5: Discuss art that communicates ideas, feelings, and moods.

•#8: Express ideas, feelings, and values in original works of art.



National Visual Art Standards:



1.Content Standard: Understanding and applying media, techniques, and processes.



•Achievement Standard:



Students:



a. Know the differences among visual characteristics and purposes of art in order to convey ideas.

b. Describe how different expressive features and organizational principles cause different responses.

c. Use visual structures and functions to communicate ideas.



5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others.



•Achievement Standard:



Students:



a. Understand there are various purposes for creating works of visual art.

b. Describe how people’s experiences influence the development of specific artworks

c. Understand there are different responses to specific artworks.











DBAE: Disciple Based Art Education:



___ Production __ Aesthetics ___ Criticism ___Art History



Elements of Art: Line, Shape, Space, and Color



Principles of Design: Balance, Unity/Harmony, Emphasis



New Vocabulary: 1) Emphasis 2) Symmetrical/Asymmetrical

3) Balance 4) Vertical 5) Horizontal



Related Artist: Vincent Van Gogh, Dutch Painter.



Materials: Water Colors Paintbrushes Drawing Paper

Pencils Pastels

Reproductions of Van Gogh’s Work

Motivation:

The lesson is initiated by an exhibition of colorful room paintings by Van Gogh. Students are given 5-10 minutes to observe the different spaces displayed in the pieces. Mood Setting music may be played in the background. A portrait and brief biography of Van Gogh is displayed along with the paintings. Following the students’ observations, a class discussion is held.

Instructional Procedure:



•Day 1 (45 min):

After observing room paintings by Van Gogh, such as Bedroom in Arles, the students are asked to reflect upon them in an open class discussion. The students are asked how the rooms in the paintings make them feel. The teacher then explains to the class how certain elements and principles of art including colors, lines, shapes, and balance can be used to create these certain moods and/or settings. The students are asked to again observe Van Gogh’s paintings. The students point out and discuss the different kinds of lines, shapes, and colors that they notice in the paintings. The students are also asked to discuss how the certain elements contribute to the mood the painting conveys.



•Day 2 (45 min):

The Students briefly review the room paintings, which were exhibited by Van Gogh the day before in class, and are then asked to think of a room in their home or some other significant place that makes them feel a particular way. Depending on the mood they want to display, the students incorporate elements of style similar to Van Gogh’s . For example, Van Gogh used asymmetry and dark blue colors in the painting of his room to convey a solemn mood. Students are given a selection of supplies to choose from. They may use watercolors, pencils, and pastels to create the colors and texture they desire. Music may be played to inspire the students while they are painting. After the students have completed their masterpieces, they are given a title card for their noteworthy title. Along with a title, the students are to write a couple of sentences explaining what mood their artwork represents and why. The masterpieces should be displayed in the hall or on the classroom bulletin board for everyone to admire.



Special Needs:

Most students will be able to complete this activity without any difficulty. Students with learning disabilities may be paired up with a peer.



Clean up:

The students will be responsible for cleaning their desk areas and returning the supplies they used to the appropriate spot. Leave approximately five minutes for clean up.



Extension: Students observe and sketch the rooms in their homes and other places. They may also write a description of the room and its mood.



Student Assessment:



•How do you feel about Van Gogh’s paintings?

•Did you look at Van Gogh’s paintings differently after learning about his use of lines and colors?

•What supplies did you enjoy using the most for your own painting?

•Did you look at the room you chose to paint differently after you observed it?



Self-Assessment: Discussion, Class participation, and Producing.

• Did the lesson keep my students engaged?

• Did all of my students contribute to the class discussion?

• Did my students seem to understand the lesson material?

• Did my students use the elements of style discussed in class in their paintings?

• Did the students seem interested in Vincent Van Gogh?

• Did my students seem satisfied with their finished product?



Resources:



The Van Gogh Gallery (2001). http://www.vangoghgallery.com/painting/p_0482.htm



Getty ArtsEDNET (2001). http://www.getty.edu/artsednet/resources/Sampler/b-1.html