Month #1: (4 hours weekly)
Week #1:
Part #1:
Pass out 4 materials and tell the students to express their thoughts with them.
Maybe give them some sample ideas of what the materials can do. The purpose of
this assignment is to help them channel their imagination and creativity.
Part #2:
Do a class critique. Give each student the opportunity to speak about the ideas
and intentions behind their artwork. Then open the discussion to rest of the
class where the students can give their opinion. At this point, they have
little historical background, but it is a way to have them not feel confined by
the “right” and the “wrong” but to learn how to naturally turn to any material
for self-expression.
Which materials:
1-Clothes
bottons
2-Paper
3-Cotton or
Q-tip
4-Blue paint
(goache)
Note: (Have
glue and tape available)
Week #2:
Part #1: Have them do a project using 3 materials. The purpose of
this assignment is to continue to help them channel their imagination and
creativity and go beyond what is considered an “acceptable” form of expression.
Part #2:
Do a class critique. Give each student the opportunity to speak about the ideas
and intentions behind their artwork. Then open the discussion to rest of the
class where the students can give their opinions.
Materials:
1-Text (newspaper,
collage, writing with ink, paint, grafitti)
2-Number (can
be repetition, written as a number)
3-Rope
Note: (Have
glue and tape available)
Week #3
Part #1:
Using the floor and the wall use 3 materials to do artwork. This is to teach
them how to use the architecture with materials.
Part #2:
Do a class critique but this time have the students say what they see in the
piece and then the artist can respond.
Material:
1-Fabric
2-Paint
3-Balloons
4-Sand/Earth
Note: (Have
glue and tape available)
Week #4
Part #1: Do an Image Lecture accompanied by a
brief history of Installation Art.
*Use the digital library, Mary’s video and do some research
at the ICB Library to prepare Image Lecture. Preferably, present the material
through visuals and have a description of the concept of each piece as well as
describing it. (Size, Materials, Mediums)
Part #2: Have 12 objects present and have the children
write the feelings and associations they have with each object.
Materials by the Teachers Suggestions:
1-Cactus
branch
2-Earth
3-Thread
4-Stone
5-Soap
6-Paper
7-Fabric
8-Old shoes
9-Watch/Clock
10-Umbrella
11-Mirror
12-Number: 13,
3, 5
13-Lipstick
*As part of the
third week or an additional one hour in the week
Part #3: Take a trip to the zouk, local
supermarket, and/or a walk around the city and have them write down names of
materials they would like to use. Encourage them to observe their environment.
(look at recycled materials, abandoned objects in the
street) This is a way to have them develop the habit of finding new means of
expression rather than going always to the conventional art shop. Also
encourage them to look around their house. Like looking in the kitchen,
bathroom, closet, and so forth and writing down names of materials that they
would like to use in a project.
Note: Since most students have backgrounds in sewing, embroidery and carpentry discuss how these skills can be applied in making the installation.
This month will be about accessing
the project of each school and defining it through a plan.
Assignment:
Each school needs to
pick an emotion that they will convey through materials to address various
themes.
Example: Fear, Frustration, Love, Sadness,
Happiness, Jealousy, Passion, Pain, Anger, Sympathy, Joy, Pleasure, Desire, Shame,
Humiliation, Temptation
Week #1: (4 hours) The
aim of this session is to figure out which emotion the project will be based on
and ideas of how to realize it.
Part #1:
1-Have a class discussion on types of emotions. Then choose the three dominant
ones and do a vote to determine the chosen topic.
*80% of the
class should be the students expressing their ideas.
Part #2:
Then in groups of two have the students discuss the properties of that emotion
through “cultural, social, religious, spiritual, political” connotation and
meanings.
For example:
Through “humiliation” or through “desire” how can we address
themes about the human condition?
When you think
of joy, what days of your life do you remember?
When you think
of pain, what comes to mind?
Part #3:
Then have each group share their ideas and have a class discussion. Appoint
someone to take notes.
Part #1: Divide the class in half and have them figure out ideas of materials that can be used to describe that emotion.
Part #2: Then discuss these ideas as a class.
Part #3: Divide the class in half and have them come up with sketches. They need to understand a sketch is just the draft and not the final project. Come up with a budget and have material list for falling week.
Week #3: (4 hour) The
aim of this session is to assign each student a component of the installation
and to continue drafting sketches.
-Every student needs to identify which part of the installation they want to work on. Use sketch as guide but know it is an idea in motion. Nothing is fixed until you start to work on it.
Week #4: (4 hours) Continue to work on the
installation.
Part #1: Continue to work on project for the next hours.
Part#2: Do a class discussion to figure out what is needed.
Week #5: (4 hours) Do
final touch and complete the installation