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")
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)
San Angelo Museum of Fine Arts/Children's Art Museum
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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