We kept all this information in our art journals and came up with ideas of
things to cover for grand effect, things to cover to protect and hide. The
lists were great. Then they selected something in the room to cover( with cheap
rolls of newsprint and old macrame cord, yarn, string, wire whatever fit
their choice)...it could be obvious or symbolic. They covered the clock,
the TV, art work, chairs, supplies all kinds of things and they justified
their selections in class presentations and in their journals. SOme were
deep,some obvious... such is the level of art students in advanced art in
small rural schools, but they were all significant in that they were
personal and well communicated. We videotaped their responses and their
They they drew them, first as contour drawings.Truthfully this was my real
intent in this unit...to get them to work on their contour drawing and I
thought that they would better comprehend the idea of contour drawing...many
lose the concept over the summer...if they had to draw something unfamiliar.
Then as detailed drawings with light and shadow..charcoal on white paper.
Then large pastel on colored charcoal paper....value studies of the paper
wrapping only, leaving the string areas blank...these drawing were
neat..then they had to create environments for their drawn
sculptures...really wonderful ideas...some used multicolors to color in
solid areas and they became abstractions, others resembled their original
works...the environments varied from realistic to abstract and were all
otherworldly because of the soft, unexpected juxtapositions. Several of
these matted and framed have won awards at competitions...
As always they wrote about their environments in their journals....
2nd also - Has anyone ever incorporated the work of Christo (of Running
> Fence fame) into their art curriculum? I was able to visit "the fence"
> and it was awesome. Wondering how I can share with my students. Was
> thinking of a theme of BIG art.