Artist reference for GCSE question ‘Blooms’.
Nature Nurture & Cocoon is an inspiring exhibition exploring themes on parenthood and the family, currently shown at the mac, Birmingham.
The community project brought together jewellery designer & maker, Rita Patel with families at St Thomas’s Children’s Centre. The group have created handmade pieces of abstract objects and jewellery inspired by their visit to the Lickey Hills, their family stories, experiences and the relationship between parent and child.
Real-life brief for students: ‘NOISE Re-masters - The Art of Protest’ project invites you to follow the methods and approaches of leading artists as inspiration to create an entirely new piece of work.
The best submissions will be selected by the Re-Masters Curator Joshua Blackburn founder of the leading ethical communications agency Provokateur and the NOISE team. Selected pieces will then be showcased on the NOISE Festival online gallery from February 2013, with a potential exhibition at Manchester’s People’s History Museum in spring 2013.
Inspirational talk on the capacity for children to learn independently and to teach each other…
“Is drawing utilised sufficiently as a fundamental tool for thinking across disciplines?”
TRACEY (Loughborough University’s electronic open access journal dedicated to the discussion of contemporary drawing and visualisation) has called for contributions on ‘Drawing Knowledge’:
The site also has open access to other papers and useful links to other online resources.
So I am taking inspiration from Dara Birnbaum’s 2008 ‘Technology/Transformation: Wonder Woman’ piece and freeze-framing stills of wonder woman spinning/transforming, as inspiration for a free-machine embroidery/mark-making/weaving/knitting project.
Below are some initial freeze-frames:
The freeze-framing starting point could be good for an abstract drawing/mark-making project – students take stills from films of their own choice, scripts could be drawn from, other feelings and thoughts about the film could be worked in to the piece using media of the students choice. Concepts would arise organically from the work, out of the making process and starting points. Should the brief stipulate a 2D response? It could become a sculpture, or perhaps return to a digital realm?
In creating her work, the artist Mary Heilman often adopts the process of working with computers to create layouts for canvases, and takes inspiration for her colour palette from cartoon shows, such as the Simpsons. This way of working could be interpreted for a key stage 4 abstract painting project, starting with pupils taking a favourite cartoon show, and distorting/manipulating the image in PhotoShop to create a layout for a canvas. Pupils would learn to develop divergent thinking; how to think laterally and make connections whilst looking for starting points. The process of development through manipulation would also be a good way to teach pupils about art that is process, that the concept and process is as important as the outcome.
Listening to the French artist JR on TED today, his project INSIDE OUT could be a great brief for key stage 4 or 5 photography pupils. INSIDE OUT is a ‘large-scale participatory art project that transforms messages of personal identity into pieces of artistic work. Everyone is challenged to use black and white photographic portraits to discover, reveal and share the untold stories and images of people around the world. These digitally uploaded images will be made into posters and sent back to the project’s co-creators for them to exhibit in their own communities. People can participate as an individual or in a group; posters can be placed anywhere, from a solitary image in an office window to a wall of portraits on an abandoned building or a full stadium. These exhibitions will be documented, archived and viewable virtually.’
This could have great potential for getting pupil’s work in to the public arena. Part of the brief could be to liaise with the local authority in gaining permission to post the work on derelict buildings, public spaces etc.