Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Find Lesson Plans on getty.edu! GettyGames

Re: [teacherartexchange] More than 20 Ways to Modify an Image

---------

From: Ken Schwab (bicyclken_at_TeacherArtExchange)
Date: Fri Aug 18 2006 - 19:47:39 PDT


This is a great idea and I hope to use it.
 
Ken Schwab
San Jose, CA

----- Original Message ----
From: Judy Decker <judy.decker@gmail.com>
To: TeacherArtExchange Discussion Group <teacherartexchange@lists.pub.getty.edu>
Sent: Friday, August 18, 2006 4:30:33 PM
Subject: [teacherartexchange] More than 20 Ways to Modify an Image

Dear Art Educators,

Marcia H. sent me her list of more than 20 ways to modify an image/object:
http://www.princetonol.com/groups/iad/Files/change.htm
This might spark sketchbook lesson ideas.

I have put it online in a form you can easily save/print off.
Eventually I will link it to the sketchbook ideas pages.

I had seen her mention it in this 2004 post:

>I do a "doodle" exercise, too. This is how I do it: I give everyone a piece
>of paper and ask them to use their own drawing utensil.I explain that I am
>going to read a series of directions that each student should follow. I
>tell them NOT to look at their neighbor's drawing, to listen carefully and
>do exactly what the directions say to do . I can repeat a direction as many
>times as they need it but I cannot answer questions like ,"what does that
>mean?" or "what am I supposed to do".Then while the class is silent, I read
>a series of directions outloud to the class, things like- "make a curve",
>"add three circles", "add 4 lines that are all based on the first line",
>add radiating lines to the circles", etc., usually I read 10 different
>directions. (I make them up using art related words like radiating, curve,
>thick, graduated, dashes, etc.) The kids feel uneasy, they feel like it is
>a test, they don't really know what is expected of them, they are afraid
>that they will "do it wrong", etc. but I keep encouraging them to just do
>what they think they "should" do. Once everyone is finished- they hang
>their drawings up on the board and we take a few minutes to look at them.I
>ask questions about "what similarities do you see?" "how are they
>different?" "what are they pictures of?" etc.; we analyze them a little. I
>then explain that this is an analogy of what artmaking is--- each artist in
>my class will hear the same things, see the same things, listen to the same
>directions, etc.the same information will go into their brains yet each
>person will process it in their own way and will create something a little
>different---a different interpretation of the assignments.All products will
>be related and will solve the same problems yet will be individual and
>unique- this is what art is!I tell them that this is what I expect to
>happen with each artmaking exercise...that they will have a set of
>guidelines and criteria to meet, yet every student's work will (should) be
>unique and correct.

> Many times, I have the kids use their "doodle" (the image they ended up
> with while following the directions and use it as a motif. We have done
> many things with this....modified it, colored it, printed it, stamped it,
> turned it into a relief, a 3-D sculpture,etc. the idea being that almost
> anything can be used as a beginning for an artwork. This leads us into
> "where do ideas come from" and how to develop an artwork from an abstract
> concept. This is a great focusing activity and a good way to put everyone
> on the a level playing field to begin with. The "talented" kids have no
> advantage over the "untalented".

> Somewhere, I have a list of 20 words that describe ways to change/modify
> an image...... Maybe you all will
> think of cooler things to do with this idea.

---
To unsubscribe go to 
http://www.getty.edu/education/teacherartexchange/unsubscribe.html
---
To unsubscribe go to 
http://www.getty.edu/education/teacherartexchange/unsubscribe.html