This virtual space is an extension of AEAH 3770 Computer Art Applications and will be used to record class discussions and ongoing conservations relating to the course.
I had an instructor who was a visiting artist and also involved with the glassblowing classes at Pilchuck every year that I signed up to be his assistant for one of the beginning classes. In the class we had a glass Olympics where we divided the class into teams of 4 and they would race to finish first in different activities that revolve around advancing techniques and how these techniques can influence your conceptual ideas of creating glass art objects. One of the activities, which we ran out of time to do, was to create a tumbler using only your blow pipe, the glass, and a small piece of pipe to shape the glass. This is actually a tool that a lot of glassblowers in order to constrict their use of tools so they have fewer tool marks on their work as well as to think of simpler ways of how to design their works and the techniques of how the piece will be created.
Another obstruction is having students work on a painting or project involving paint but only allowing them the primary colors and white. Black in limited quantities. It will make them decide how to use their colors and how to mix them. How much to use of each color and how much they make.
To have students draw an image by looking in a mirror. The object is behind them and they are not allowed to look at it. This way they will focus on the object and not their own concept of it. Students will now help each other to draw objects by facing one another. One student describes what they see while the other draws and then they switch. At the end each student should have two drawings, which they will use to put together to sculpt a third without seeing the object.
having students look at puzzle pieces to a certain puzzle... would have to be a lot of scattereed pieces, and then having them assemble the puzzle on a sheet of paper, or draw out what they think the puzzle may be. some pieces can be turned over in case it's a bit too obvious.
The first time I was given an open-ended, no restrictions (aka obstruction) kind of assignment, I was told to "paint whatever you want" or "use any materials you want"; I thought the project was some kind of test to see who could be the most creative. Basically it was, to say the least, intimidating. The scariest part is that we would receive a grade for what we came up with.
It was only after having several obstruction experiences (some successful, other not so much) that I learned to appreciate and encourage the use of it in the class room. This kind of teaching style forces kids to do what they are going to have to do in the real world - be creative, make choices when you have so many options, and be unaware of the final product and it's repercussions. The most important thing I learned from obstruction is to not play it safe. Doing something that your are scared to death of is so rewarding for a student- especially through art.
From tonight's class discussion alone, I heard a lot of statements from the students point of view, which of course were consumed in the fear of having no limitations or rules to meet a certain grading criteria. But as teachers we need to risk takers too. We should encourage them to not be so consumed in the grade, but to focus on what they can get out of a project that provides so much freedom. I think examples are important, but only as motivation tools.
I'm not sure of what grade level i plan on teaching, but I really like the idea of "found objects" for all grade levels. Creating something out of recycled materials is a great project with no limits or consequences. Other ideas are drawing something in an un-conventual way, like a student not looking at the paper as they draw from observation. Or maybe they can be being blind folded while they manipulate clay as adjectives are being read aloud to them. Elimination of certain senses is a great example of obstruction.
As a student, the point of these kind of projects is to discover a part of yourself by taking chances, being unique, and realizing that what they create is valued and appreciated. I guess I see obstruction as a way to become aware and confident in their abilities.
On a side note..Te class discussion made me worried for the future of the students some of us may teach. Not using teaching technology is the same as sending out a bunch of kids who are not prepared for the technological world that is waiting for them outside of school. A lot of jobs need people who are well educated in technology, and by not teaching them, we are not withholding opportunity for success. I could rant about this, so i better stop . :] The same applies for technology- We are scared of the media and not being able to be "good" at doing things on a computer. But as teachers, we need to prepare
Have students create life observations with opposite colors. Such as a red tree with red grass with orange colored sky. To take away their sense of color. To alter their sense of realism.
I think it would be really hard to do in a classroom setting, but I think it would be fun to leave wet (non-toxic!) paint puddles on a rather large piece of paper, and then allow your pets (preferably 2 so they may interact) to run around on the paper however they may please, or guided by a toy or a treat. I think it would be fun to see the patterns and color mixing on the paper.
Have students create a reproduction of a favorite family photo (doesn't have to be a portrait) using only cut out colored shapes. (teach about tonal shifts, shapes, color, identity, etc.)
Have students draw/paint something and then have another student mess it up by scribbling on it, making it "ugly," etc., then give it back to the owner and have them incorporate the scribbles into something beautiful.
have students take pictures without using any digital cameras or using computers. They could use a disposable camera and develop the film themselves. They have to take a picture of an empty space and make it look interesting.
Have an exquisite corpse sort of project. Have them all come up with ideas and write them out in detail, then make them switch and someone else has to create their artwork and they have to create someones elses stuff.
have each student chose one word and make an artwork minimum dimensions 5 by 8 - any materials anything BUT the letters! they will be put with a partner and they will guess what their partner's word was ...
Having students paint/draw on paper that has been taped to the bottom of a table while laying on the floor.
ReplyDeleteBlindfolding a student, and having another student describe accordingly an object for the blindfolded student to draw.
ReplyDeleteI had an instructor who was a visiting artist and also involved with the glassblowing classes at Pilchuck every year that I signed up to be his assistant for one of the beginning classes. In the class we had a glass Olympics where we divided the class into teams of 4 and they would race to finish first in different activities that revolve around advancing techniques and how these techniques can influence your conceptual ideas of creating glass art objects. One of the activities, which we ran out of time to do, was to create a tumbler using only your blow pipe, the glass, and a small piece of pipe to shape the glass. This is actually a tool that a lot of glassblowers in order to constrict their use of tools so they have fewer tool marks on their work as well as to think of simpler ways of how to design their works and the techniques of how the piece will be created.
ReplyDeleteHaving students paint a collaborative piece in no more than 5 minutes, based on a certain theme.
ReplyDeleteTo have students look at a still life, then draw it without looking from memory.
ReplyDeleteHave students paint a portrait using forks and spoons.
ReplyDeleteHave students make art by finding tools and resources they find outside.
ReplyDeleteHave students represent a hard object using soft materials and contradicting colors/fabrics.
ReplyDeleteHave students wear sunglasses while rendering a still life in charcoal.
ReplyDelete(six categories of light and value range?)
having students create art using only their feet. or by taping a mark making tool to their elbow and trying to make an image.
ReplyDeleteAnother obstruction is having students work on a painting or project involving paint but only allowing them the primary colors and white. Black in limited quantities. It will make them decide how to use their colors and how to mix them. How much to use of each color and how much they make.
ReplyDeletehaving a model looking at them for 30 seconds then turning the lights off and telling them to draw
ReplyDeleteTo have students draw an image by looking in a mirror. The object is behind them and they are not allowed to look at it. This way they will focus on the object and not their own concept of it. Students will now help each other to draw objects by facing one another. One student describes what they see while the other draws and then they switch. At the end each student should have two drawings, which they will use to put together to sculpt a third without seeing the object.
ReplyDeletehaving students look at puzzle pieces to a certain puzzle... would have to be a lot of scattereed pieces, and then having them assemble the puzzle on a sheet of paper, or draw out what they think the puzzle may be. some pieces can be turned over in case it's a bit too obvious.
ReplyDeleteThe first time I was given an open-ended, no restrictions (aka obstruction) kind of assignment, I was told to "paint whatever you want" or "use any materials you want"; I thought the project was some kind of test to see who could be the most creative. Basically it was, to say the least, intimidating. The scariest part is that we would receive a grade for what we came up with.
ReplyDeleteIt was only after having several obstruction experiences (some successful, other not so much) that I learned to appreciate and encourage the use of it in the class room. This kind of teaching style forces kids to do what they are going to have to do in the real world - be creative, make choices when you have so many options, and be unaware of the final product and it's repercussions. The most important thing I learned from obstruction is to not play it safe. Doing something that your are scared to death of is so rewarding for a student- especially through art.
From tonight's class discussion alone, I heard a lot of statements from the students point of view, which of course were consumed in the fear of having no limitations or rules to meet a certain grading criteria. But as teachers we need to risk takers too. We should encourage them to not be so consumed in the grade, but to focus on what they can get out of a project that provides so much freedom. I think examples are important, but only as motivation tools.
I'm not sure of what grade level i plan on teaching, but I really like the idea of "found objects" for all grade levels. Creating something out of recycled materials is a great project with no limits or consequences. Other ideas are drawing something in an un-conventual way, like a student not looking at the paper as they draw from observation. Or maybe they can be being blind folded while they manipulate clay as adjectives are being read aloud to them. Elimination of certain senses is a great example of obstruction.
As a student, the point of these kind of projects is to discover a part of yourself by taking chances, being unique, and realizing that what they create is valued and appreciated. I guess I see obstruction as a way to become aware and confident in their abilities.
On a side note..Te class discussion made me worried for the future of the students some of us may teach. Not using teaching technology is the same as sending out a bunch of kids who are not prepared for the technological world that is waiting for them outside of school. A lot of jobs need people who are well educated in technology, and by not teaching them, we are not withholding opportunity for success. I could rant about this, so i better stop . :]
The same applies for technology- We are scared of the media and not being able to be "good" at doing things on a computer. But as teachers, we need to prepare
Have students create life observations with opposite colors. Such as a red tree with red grass with orange colored sky. To take away their sense of color. To alter their sense of realism.
ReplyDeleteI think it would be really hard to do in a classroom setting, but I think it would be fun to leave wet (non-toxic!) paint puddles on a rather large piece of paper, and then allow your pets (preferably 2 so they may interact) to run around on the paper however they may please, or guided by a toy or a treat. I think it would be fun to see the patterns and color mixing on the paper.
ReplyDeleteHave students create a reproduction of a favorite family photo (doesn't have to be a portrait) using only cut out colored shapes. (teach about tonal shifts, shapes, color, identity, etc.)
ReplyDeleteHave students draw/paint something and then have another student mess it up by scribbling on it, making it "ugly," etc., then give it back to the owner and have them incorporate the scribbles into something beautiful.
ReplyDeletehave students take pictures without using any digital cameras or using computers. They could use a disposable camera and develop the film themselves. They have to take a picture of an empty space and make it look interesting.
ReplyDeleteHave students view 5 artworks (non sculptural)and then have them recreate one as sculpture using broken art supplies save over the years.
ReplyDeleteHave an exquisite corpse sort of project. Have them all come up with ideas and write them out in detail, then make them switch and someone else has to create their artwork and they have to create someones elses stuff.
ReplyDeletehave each student chose one word and make an artwork minimum dimensions 5 by 8 - any materials anything BUT the letters! they will be put with a partner and they will guess what their partner's word was ...
ReplyDelete...or will they? <.< O.O >.>