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To those of you who were interested in my instructions for the creative
"doodle- here they are:
1. Make a short line
2. Add another line to the short one
3. Add a third line, giving it a slight curve
4. Add a half dozen lines,all based on the first three
5. Connect the free ends of the lines
6. Distribute some dots in the drawing
7. Project radiating lines from parts of the drawing
8. Place little circles at the ends of some of the lines
9. Add short dashes to some of the small circles
10. Connect the ends of the dashes with curves
I do this as an opening exercise in my Art II (high school) classes. I read
a series of directions. I do not answer any questions, but I will repeat.
When all are finished "doing"the series of directions, I have kids put them
up on the board. We look at all of them. Then I ask "What is alike about all
of these?" "what is different?" "Which one(s) look "good"? Whis ones are
"bad?", etc. Then I summarize by telling the class that this is a perfect
example of what art is... each student heard the same words, saw me giving
the same directions, used the same media yet each "doodle" is unique. Each
artist interpreted the information differently- it went in through ears, into
brain, out fingers and came out uniquely theirs! This is what I want from
each of you! Your own interpretation of whatever I ask you to do. I NEVER
want yours to look like your neighbors, yet it should always have some of the
same elements and characteristics.
The kids then are asked to add lines, color, shapes, etc. to this "doodle" to
make it into AN ARTWORK. The product may be realistic, abstract or
nonobjective. This is their first assignment in my class. We then critique
the "artworks" in a couple of days and bring in criteria such as
craftsmanship, composition, skill, creativity, commitment, etc. This sets the
stage for grading--- establishes what kind of criteria I look for in other
work during the year. All who do this assignment get an A to start the qtr.
It is a great non-threatening activity!
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