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Lesson Plans

Instructions = Different Results RE: Appropriating Ideas

From: Kimberly Herbert (kimberly)
Date: Wed Jul 26 2000 - 20:11:04 PDT

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    We have a fun activity we sometimes at the museum. We write out a list of
    instructions (3 - 5 different directions). A pair or small group of kids
    picks one card. They follow the directions without looking at each other's
    pictures. They all end up with something different (we do this when we are
    getting a lot of "I'm making the same thing as my best friend")

    Sample Directions
    1. Draw a large square.
    2. Turn your paper 1/4 turn
    3. Draw a long thick line
    4. Draw a small Triangle
    5. Draw a wavy line that connects three other line
    6. Finish your picture anyway you want (this is always the final

    Add more complicated vocabulary for older kids

    Kimberly Herbert (kimberly)
    CAM Administrator
    San Angelo Museum of Fine Arts/Children's Art Museum

    -----Original Message-----
    From: Litesal [litesal]
    Sent: Wednesday, July 26, 2000 8:59 AM
    To: ArtsEdNet Talk
    Subject: Appropriating Ideas

    Hello. Just a thought on appropriation and perhaps an interesting lesson?
    When someone describes something visual to you, either verbally, or in
    written form (like on this list), it's interesting to see what kind of
    visual recreation you achieve. For example, my colleague often verbalizes
    project ideas to me. Then I go up to my room and make an example using her
    verbal instructions. Though the concept of the work is the same, the visual
    results are often very different than the examples that she created. This
    is one of my favorite ways to borrow ideas.

    Perhaps this could turn into an interesting lesson where students describe
    things to one another, create the described work, then compare the results.
    A good lesson in how verbal, written, and visual communication differs. I
    did this once in a third grade class. They created a monster (knowing
    they'd have to describe it in writing), then wrote instructions on how to
    create it. If the person following the instructions made a monster that
    looked like the instruction writer's monster it was good communication.




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