Sunday, July 8, 2007
On the last day of class, students were given paper and after a few demos about creating texture and expanding paper, asked to create a structure in paper which showed textural interest. Bob Nichols created a scissor-like form; Kurt Dahlgren, who joined the class on the last day as part of the Basic Course which followed, created a bird sculpture. Barbara Basford created a Pole with culrled paper whirligigs on it, and Derwin Emerson made a structure resembling a framework for displaying art with an appendage.
Wednesday, June 27, 2007
Student Work in Pictures and Stories
The following works are products from the participants in the course.
Day one, Tuesday the19th, the four each made a collage of images found in magazines pasted inside and outside of a silhouette of themselves. The idea was to symbolize through pictures about the inside of themselves - their interests and thoughts, and the outside - the public image. ( The day's topic was fluency and flexibility of thinking.)
The second day we wrote group stories. Each person started a story and then wrote for ten minutes. Then they passed the story along ( actually we wrote on computers, and people actually moved to the computer) for the next person to elaborate on it. The lesson was on "elaboration". After five writers had written for ten minutes each, the beginner of the story wrote the conclusion.
The third day we painted with watercolors and wrote Haiku ( new directions in thinking).
The fourth day each person presented a demonstration or lesson about themselves and their creative interests. Barbara talked about colors and had us each figure out which color best symbolized our "style" of behavior, or personality. Karen demonstrated cake decorating with fresh flowers from her garden, and gave us a delicious slice of chocolate cake. Derwin showed projects made by students in a creative lesson based on knowledge of animals. Students create an animal based on scientific facts of two animals blended into one, and then make a model of the created animal "Critter". Bob gave a lesson on needlefelting, and we each made a sample using the materials he provided with a tool to felt the natural wool into a picture.
On Monday, the fifth day of the class, problem-solving day, students were given white paper, tools, and other materials, and after a brief introduction about texturing and shaping paper, their directions were to make a three dimensional, tall structure with the paper, and the texturixe the surfaces to create interest.
These creative exercises were fun as well as mind-expanding, both for students and the teacher!
Day one, Tuesday the19th, the four each made a collage of images found in magazines pasted inside and outside of a silhouette of themselves. The idea was to symbolize through pictures about the inside of themselves - their interests and thoughts, and the outside - the public image. ( The day's topic was fluency and flexibility of thinking.)
The second day we wrote group stories. Each person started a story and then wrote for ten minutes. Then they passed the story along ( actually we wrote on computers, and people actually moved to the computer) for the next person to elaborate on it. The lesson was on "elaboration". After five writers had written for ten minutes each, the beginner of the story wrote the conclusion.
The third day we painted with watercolors and wrote Haiku ( new directions in thinking).
The fourth day each person presented a demonstration or lesson about themselves and their creative interests. Barbara talked about colors and had us each figure out which color best symbolized our "style" of behavior, or personality. Karen demonstrated cake decorating with fresh flowers from her garden, and gave us a delicious slice of chocolate cake. Derwin showed projects made by students in a creative lesson based on knowledge of animals. Students create an animal based on scientific facts of two animals blended into one, and then make a model of the created animal "Critter". Bob gave a lesson on needlefelting, and we each made a sample using the materials he provided with a tool to felt the natural wool into a picture.
On Monday, the fifth day of the class, problem-solving day, students were given white paper, tools, and other materials, and after a brief introduction about texturing and shaping paper, their directions were to make a three dimensional, tall structure with the paper, and the texturixe the surfaces to create interest.
These creative exercises were fun as well as mind-expanding, both for students and the teacher!
.jpg)
Bob with Paper Sculpture
Students given paper and tape to create a three-dimentional sculpture with textural interest
Subscribe to:
Comments (Atom)