Wednesday, January 30, 2013

Dialogue through Drawing




Storytelling can occur in a variety of ways and places.  In the studio, this practice often turns into drawing-telling.  As individual thought processes emerge, so do inner dialogues, and these are echoed by the creative depiction of images on paper.  



The artist here starts out using non-verbal techniques to express himself, by focusing solely on the graphic element.  Working with images in his memory, the artist is depending on kinesthetic gesture to connect the thoughts in his mind with the actions occurring through his hand.






 As a more complex story develops and the plot thickens, he carefully considers the changes in his thought pattern.  Reflecting on these mental pictures allows the artist to add possibilities or take away what doesn't work.





 The plot thickens and more characters are added.  This continuing process takes critical thinking and problem solving to determine where and how they will fit into the story.  Using a pencil and eraser have served this artist well, allowing him the flexibility to alter the sequence of events.








After filling in the last boxes with drawings, the artist is ready to finalize his narrative.  He is now more able to use verbal techniques to explain the visual details in his story.  In this way, he can add in appropriate jargon for the actions that are viewed in his drawings, along with specific sound effects or voices for the characters.  









Telling the story to others in its complete illustrated form enables this artist to get feedback about his creation.  He has found an effective way to express himself and to share his view of the world, while also feeling that his drawing-telling technique is meaningful.

Tuesday, January 29, 2013

Confidence in Clay






Clay is a wonderful material for children to use when learning about their creative potential.  It can be molded, cut, rolled, poked, prodded, and reformed over and over again.  Unlike play dough, natural clay holds its shape and doesn't dry out or crumble.  This artist was captured trying out various techniques with clay, as he learned about form, space, texture, weight and structure.  











There is little need for tools when working with this soft, cool material.  A more direct, intimate connection from hands to clay allows this artist to feel more in control and to manipulate the medium with ease.










Allowing children to develop and work at their own pace makes them more inclined to want to share their process and their product with others.  The artist here responds to descriptive comments and shares more about what he is experiencing as he discovers both his personal skills and enjoyment in the process.









Working with clay also encourages development of fine and gross motor skills.  As this artist uses his hands and tools, he is developing these parts of his physical body, while also developing artistic ways to express ideas and feelings.  The artist here also seems to be very confident in himself and the clay is helping this increase in self-esteem, as it is very malleable and allows the artist to control the material without making mistakes.












Creating textures by pressing various objects into the clay is another way of extending children's natural desire to design and explore.  Clay allows this artist to be creative and spontaneous, as he pulls different things from the studio to use, while his curiosity and interest continues to build.  Since children live in a three-dimensional world, it is often easier for them to represent it through this 3-D material.


Tuesday, January 22, 2013

Focusing like a Fox

Figuring out how to accomplish a goal, and then forming effective habits to work toward achieving it, takes focus and determination.  It is also a process and one that can become very frustrating if too many distractions arise.


This young artist begins her process in the studio by drawing ideas in her sketchbook.  She creates a color wheel, in order to help her determine which colors she can make using only the three primary colors of red, yellow and blue.


Then, she goes on to mix the colors that she wants and plans to use for later projects.  This next step in the artistic process allows the artist to prepare appropriately, so that she will have needed materials available and not be held back by such an obstacle.


Once she has the necessary materials and an idea in mind, the young artist feels ready to start painting.  She may or may not have a story made up beforehand, but has more freedom to create this as she goes along, building on her process more spontaneously.


Continuing to focus and remain persistent on the present task, especially amongst distractions of fellow creators, can be very challenging!  However, this effort and concentration is very important and allows the artist to work more purposefully, so that she feels pride in, not only her product, but also in her process.


After completing her piece, the artist tells her story about the fox and his treehouse, both of which having special meaning to her.  By taking the time to form a plan, obtain desired materials, remain focused and persistent, and practice using the tools to manipulate the medium, this artist shows her ability to independently problem-solve and work toward accomplishing a goal.  Studio habits such as these reflect the importance of similar behaviors in everyday life.

Molding and Modeling


An amazing dynamic exists within the studio, where adults and children both teach and learn from each other.  At times, this process takes place in a sort of up and down, back and forth pattern.   Being playful and curious allows individuals' interest in the world of art to flourish, while remaining open-minded and persistent leads them to try new things and gain new perspectives.


Here, a mother and daughter work side by side to explore the feeling of clay and its possibilities.  They often paint and draw together in the studio, and feel very comfortable with those mediums, so are eager to see if their skills with another material are as successful.


Discussing their experiences with each other along the way, they share their enthusiasm for the activity and take turns practicing new techniques that they discover.  Appreciating the opportunity to learn and create in this paralleled way reflects both a growing bond in the mother/daughter relationship, as well as increased attention in each individual's artmaking.


At this point, the young artist begins a story with the owl that her mother crafted out of the clay.  She decides to create other animals and continue imagining how they would all interact in the story.


In response, her mother also molds additional items for the story's scenery and works with her daughter to develop the characters and plot.  Together, mother and daughter create a rich experience, physically centered around the clay table, but also focused on their warm relationship and ability to imagine and explore together.


Happy with the final results, the two artists take pride in their creation and laugh at the humor of their story.   Each was able to think and work independently, then together as a pair.  Taking turns and shifting from molding clay to modeling behaviors takes flexibility and inspiration, and this mother-daughter duo seem to have exactly that.
They tell the story together: An owl perched a top a tree is awaiting his lunch and spies two mice running through the field, but decides to invite the snake over to eat with him instead.  Perhaps the two mice represent the mother and daughter here, scurrying away together through the grass toward freedom and further adventures that await them.

Friday, January 11, 2013

Feeling Comfortable in the World of Art

Starting a new activity can be a bit intimidating, for children and adults alike, especially when it involves a group of people.  In addition to the fact that group members may already know each other and can set a new individual apart very quickly, having few skills might also lead to reduced confidence and self-esteem in that individual amongst the peers.  However, having the motivation to jump right in is usually the best way for anyone, no matter their age, to meet new people and develop a new skill.


This artist had the desire and motivation to jump right in.  Thrilled by the opportunity to get a little messy and make something, he used his hands to mash, shape and smooth the clay.  He wasn't completely sure of what he was doing, but gained knowledge quickly by just making an attempt.


Continuing to pay attention, he learned that he could use a chopstick to cut and poke designs into the clay.  Overcoming his fear of the unknown, he also inquired about how scoring the clay with a fork and then applying slip helps to hold two pieces together.  By practicing this technique, he instantly created a memory bank, for both his brain and body, to which he can refer during future sculpting sessions.


By the end of class, the young artist had gained knowledge about clay hand building techniques and even created functional pieces that he can take home and use.  Along with this knowledge, he made new friends and social connections, all of which allow him to feel more comfortable in the art world and return to the studio with further ideas and intentions.

New Beginnings

During a child's early years, and really throughout life, development occurs in stages.  Regardless of when a child begins to explore his or her surroundings, subsequent exploration and discovery happen as the child works through and masters one stage, before going on to the next.  A child uses his or her five senses to learn about the world and, in art, the hands and eyes seem to be used the most.  


This young artist has entered the studio as a new student and is eager to learn and explore.  She is focusing less on taste, smell or hearing, allowing her sight and touch to capture the majority of information that is being transmitted to her brain.  


She is trying new things and not afraid to do it on her own.  Feeling the softness of the clay and seeing how sticks can be inserted into it, or used to leave impressions, the artist gains insight into how to use those materials in the future.  Learning to grasp the paint brush and maneuver it just so, she begins to understand how paint is applied by the tool and can also drip on its own.  The hand-eye connection is important here, as she sees the effect and practices controlling her hand accordingly.


The artist continues to experiment with mark making and works alongside her mother.  Being able to learn independently is important for young children, though having an adult nearby for encouraging guidance and response is also very rewarding, especially during a creative experience such as making art.


Moving from exploratory to more controlled painting requires focus and determination.  This young artist is highly engaged in her work, so is also learning to persist and overcome problems to the point of completion.  Having the ability to try something new and work on one's own with available support, are key in a child's successful physical, mental and social/emotional development.