Thanks for the great idea San D. I'm going to try this one. Bunki
On Jul 30, 2010, at 5:14 AM, San D Hasselman wrote:
> I always wanted to know about what my students already knew, and how
> "brave" they were going to be in the class. This exercise showed me
> both, and also was a gateway to students learning what I expected
> out of them, and offered them an opportunity to see what we were
> going to do in the class. Our beginning art class was only 1
> semester, and encompassed students from a variety of art
> experiences. Some had not had art since elementary school, others
> had more than one art experience in junior high. Some chose the
> class, others were "volunteered" by their guidance counselors.
> I simply say to the students the first day:
> This is a class where you will learn how to draw and how to make
> art on a 2-D level (we have a beginning crafts class). This exercise
> is a way for me to know what you know, and what you are capable of
> doing. I want you to give it your best shot. In less than 1 minute
> we all will know who can draw by this exercise as we all have eyes,
> but there is more to art than just drawing, there is thinking. In
> this class you will certainly learn drawing techniques, but more
> importantly you will learn how to make asethetic decisions and to
> think ahead about what you can do before you actually do it.
> I want you to take off your shoe and put it in front of you. (at
> this point they are taken off guard, and even the best and worst
> artist is now vulnerable). I am not going to tell you how to do this
> exercise, but remember give it your best shot. I need to know about
> you and your art making abilities. Listen carefully to the
> instructions because this is what you will be judged on. You will
> make a representation of that shoe using only the following
> materials and you must use them all at least ONCE:
> 1. Pencil
> 2. Scissors
> 3. Glue
> 4. paper
> 5. Colored pencils
> 6. Markers.
> Any questions? They ask things like size. I repeat the instructions
> and ask them if size was mentioned. They ask about use of color,
> i.e. does it have to be the same as the shoe, and again I repeat the
> instructions and ask if it was mentioned.
> That is all that I tell them. The supplies are out on a common table
> so that each kid has to hop on one foot to get there (that breaks
> the ice in the room, and they all start to giggle).
> This usually takes two days.
> On the third day, I take all of their finished work and post it on a
> bulletin board. Now usually I take the work of ANOTHER beginning
> class and post it and switch classes but if you only have one class
> you will have to do it with their own work. I take post its and put
> large numbers on the post its and cover the signatures with the post
> its. So the pieces will be numbered 1-22 (if that is how many kids
> are in the class.
> We then discuss the work based on the numbers. So I ask open ended
> questions like: which one looks like the best shoe and why? Which
> one needs work in "seeing" and therefore once the artist learns how
> to see, will be a better show? Which one shows the shoe in a
> creative position and why? Which one used the materials in a
> creative way and why? Which one is the boldest and why? Which shoe
> is the shyest (sp?) and why? Notice I never say which one did you
> like and not like. This exercise shows me 2 things. 1. Can the
> individual kid "see" and have drawing skills and 2. Can the
> individual kids talk about making art.
> I then look at the shoes and critique them as a whole. I talk about
> LINE, SHAPE, FORM, COLOR, COMPOSITION, MOVEMENT, HARMONY, etc. and
> tell the class that they will learn how to manipulate all of these
> things to make a better shoe "representation". I tell them that we
> will start with the basics which is use of line tomorrow.
> And that's how I started my beginning drawing classes.
> San D
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