It’s not been raining the whole time. I have even done a little February drawing outside. But there has also been time to sit by the fire experimenting a little more with the iPad compositions that manipulate and twist the earlier drawing I made whilst looking out the window on a rainy afternoon. I am seeing more and more possibilities
February has been grey. It’s had wind, a lot of wind and rain. I find myself looking out of the window. I don’t mind the view of leafless trees, it has been a recurring motif in my paintings and drawings for a while. My drawing book is close to hand, but encouraged by my daughters increasingly digitally manipulated creative work I find myself reaching for my iPad. It’s early days but my attention has been awakened.
The first of January, and a first drawing for a new year. Most years I start the year with the intention of drawing more. A kind of unofficial resolution to myself. Some years it is more successful than others. This year I can post the first drawing of the year on the first day…although to be honest it was started earlier and just finished today. However, a second variation is well underway.
It’s quite a somber image, quite fitting for the grey, misty chill outside this particular 1 January. Although it also has to be said that the bush fires that are burning in Australia at the moment and filling the news the silhouette tree motif that I have been using for a while now seems to be taking on an increasingly environmental charge.
I might be jumping the gun a little bit in this post. But the school where I teach is considering a change in our digital device of choice. For about six years all the pupils at our school have worked with an iPad alongside their regular schoolbooks or in many cases in place of their regular schoolbooks. As a school we are on the cusp of implementing considerable changes in the way we teach our pupils and, as a result, it’s a good moment to be reflecting on the educational tools that we use. This is the reason why our choice for the iPad is up for evaluation. It could well be that in the end we choose to stay with the iPad, although I feel maybe the balance of opinion within the teaching staff is shifting. Might the future device we choose be a laptop or a Chromebook perhaps?
Within the art Department we are also reflecting and thinking about what we prefer. If I’m honest and look back to the start of our iPad experiment, in the beginning I wasn’t sure exactly how it would come to gain a place in my lessons. I too was new to the iPad and the possibilities the digital tablet may offer the creative wing of our school. Through a process of learning and experimentation the digital possibilities on offer found their way into all sorts of areas of my lessons.
I love having Internet access at every desk for researching and linking art history to practical assignments. I also love having every pupil ready with a stills or video camera to record their activities and document their work. It has offered graphics and page layout design possibilities in the classroom without having to relocate to computer classrooms to access desktops. I’ve done animation projects and photo collage assignments having simply first asked the pupils to download the appropriate app.
Possibly though, the area that I’ve grown to enjoy most, and in a way, has surprised me most, are simply the drawing and painting opportunities that the touch screen offers my pupils. Teenagers are often very cautious when it comes to putting pen or pencil to paper. Most are teachers have any number of tricks to try and loosen them up and tempt them into more expressive mark making. The instantaneous nature of a digital paper that the iPad offers brings different possibilities to this area. Yes, perhaps it is at times a bit overly disposable, but that’s exactly what helps. When I look at the decorative letter designs my 12-year-old pupils recently produced, and the freedom of mark making that they display, it is a considerable step from where I can get them to using pencils and paper. Also, when I consider the abstract designs that my slightly older 14-year-old pupils have produced using a different app. This work shows a speed of creative possibilities are so much faster than the comparable approach on paper would allow. It is not a replacement; it is simply something creatively different that allows them to cut loose and be considerably more experimental and ultimately more expressive in their work. In both cases these benefits can subsequently be drawn on and used in pieces that rely on more traditional media.
The art department enthusiasm for the iPad isn’t entirely shared by other areas within the school. Some colleagues lament the lack of a proper keyboard. Others would like to have a bigger screen. And many would like to lose the instant accessibility of the games put the pupils are so determined to play outside (and inside) their lessons.
I would certainly be interested to hear from any other art teachers and art departments that have been confronted with similar digital choices.
Some of my first years (aged 12) have truly transformed their artistic ability this year. It is almost like they’ve developed a completely different artistic soul……which may well turn out to be an extremely accurate evaluation of the situation.
The pupils concerned handed in a homework project yesterday that they had been working on for the past month or so. I was an assignment that involved a little internet research, writing a short text and producing two drawings. I flicked through the folders afterwards and two in particular caught my eye. I’ve watched the two boys concerned struggle with their drawing capabilities over the last year. I’ve pushed and encouraged, there has been some progress, but generally quite small steps. Below are two drawings that the pupils made while we were working on a monsters and gargoyles project earlier in the year. The paper is filled, the drawings quite unrestrained in their character and the shading is, well lets be positive, quite expressionistically done.
Perhaps I should also mention that the drawings were done in class.
So back to the project. The main drawing assignment was to take a flower or small branch from a tree and lay it on a sheet of white paper and make a pencil drawing of the plant form and shadow. We didn’t spend time practicing this sort of observational drawing in class, although I did give a little instruction about filling the sheet and trying to make full use of the range of greys that your pencil offers.
The same to pupils from the drawings above produced these drawings:
Something quite remarkable seems to have occurred. As the art teacher, I would like to claim that my pupils have suddenly become so much more sensitive in the use of their materials. But the truth is of course, these drawings are not made by the pupils concerned.
Now there is nothing new in parents or older siblings helping with homework. Generally, a parent who helps and explains with a difficult piece of maths should be applauded. It is also true to say that the same parent who goes that little bit further and fully solves that especially tricky equation for their child will generally pass by unnoticed. But with art homework it is all rather easier to see. The question to those who have helped here is simple, do they really think that I can’t see this? I feel a comparable drawing assignment that we will work on in class may be the way to resolve this, maybe there will be a third pair of drawings added to this post later……….
When I was doing my teacher training, I distinctly remember one of my art history lecturers arguing that abstraction was simply not something worth exploring with teenagers in their early teenage years. Figurative art was the way to go, being more accessible, more linked to a narrative and simply more of an open door to them.
I would certainly acknowledge that figurative work is a more straight forward route, but to leave abstraction out of the picture seems to me to be a neglection of rather too much of the art of the twentieth century! Each year with my classes of 14-15 year olds I launch into a quite extensive series of lessons that explores abstraction from a number of different directions.
I can’t pretend that the first session is often greeted with some bewilderment, but as the lessons and assignments progress there is an increasing realization that there is serious work to be done and artistic decisions to be made.
I normally start by drawing parallels with the world of instrumental music (lyrics being way too much of a distraction). Music is closer to their world of experience and discussions around rhythm, expression and emotional tone are all easily possible. Also matters of personal taste can be explored. I use various music fragments to set the ball rolling, challenging the pupils to react with line, shape and tone to pieces ranging from the most minimal of Brian Eno compositions to pastoral classical music and techno rhythms. Each fragment produces its own distinctive results. The door towards abstract compositions swings slowly open.
We explore directional flow around and towards focal points in abstract arrangements. Graphic qualities in design, chaos and order, both working on paper and in digital work. We have also explored step by step processes of abstraction from a figurative starting point, moving slowly away from pictorial conventions. We have also worked with street maps as a starting point towards working towards a much-abstracted version that has often become essentially unrecognizable.
When working around these themes I often refer to the work of Frank Stella, and this year couldn’t resist the chance to dip into his work to explore the differences between illusionistic form (through the cones and pillars relief pieces) and the real three-dimensional space that these huge constructions have.
All-in all there seems so much to explore and experiment with and I have to say that often after a little initial scepticism there is an increasing focused engagement and they start to understand the considerable possibilities and freedom that these assignments offer. Do they miss the narrative? My impression is that they don’t really, they just focus on the choices and options that are on offer, and they are undoubtedly more knowledgeable and technically able at the end of the module.
I’ve had a lot of interest in my previous post about reverse perspective. I’ve promised a number of people that I’d try and post some more detailed instructions, so here they are:
Firstly a few basic facts about how I worked……
- I was working with classes of twelve year olds (of higher than average academic ability)
- All in all it took about three hour long lessons to complete
- A4 paper, 120-160g drawing paper (it needs to be thick enough to hold its shape once folded, but at the same time not so thick that accurate folding of the paper becomes a problem)
- Pencils, erasers, rulers
- Coloured pencils…..as always, the better the quality, the better the colours and results!
Click on the link below to download this file as a .pdf that is suitable for printing
I have included an A4 printout diagram here, I didn’t give my pupils anything that was printed out, I preferred to draw it all on the board at the front, step by step and explain as I went along.
The printable has all the lines that play a part in this assignment on it all at once, the PowerPoint that I have added shows a step by step series of photographs of the order that I carried out the various steps. Click on the link below for the PowerPoint.
I’ll be interested to hear how you get on if you give it a try. Incidentally, the illusionistic effect works better with:
- Strong colours in the drawing work
- When multiple ‘rooms’ are lined up together
Artists have always had notebooks, drawing books, sketch books, call them what you will, the place where ideas, impressions and notations are set down. The links below take you to records of my own favourites:
Many artists value them more highly than the actual finished pieces of work, they form a chronological document of a creative life, record a working process, a document full with potential, waiting to be developed.
I can relate to much of that, I have a collection of hard back books of various sizes that go back to my teenage years. To call them a diary would be wrong and create a different sort of impression, however they are records on my creative life and when I open them up I see notations that carry me back to where I was in by creative activities, but often a whole lot more beside. A particular page may conjure up recollections of people I was with at the time, where the drawing was made and maybe particular circumstances that led me to take a particular approach.
However, during the last eight years or so there has been a development in my sketchbook use. I now have two quite distinctive sets of books. The first is a book of plans, doodles, experiments and thoughts that relate to my main studio practice. They contain notations and instructions to myself that will help carry me towards the type of work that is documented in the ‘My own paintings’ link at the top of the page.
Within these pages I am puzzling out ideas and arrangements, recording plans and trying to find my way in this section of my creative output. This is undoubtedly the most important part of my work as an artist. The pages of these books rarely have a very aesthetic appearance, that’s not the point, they are about recording, experimenting and hopefully avoiding dead ends and the pursuing bad ideas when studio time is precious.
Alongside this I have a second set of books. These are mostly a little smaller, A6 or A5 format. I call them my ‘recreational’ books. For that is what they are. The very first one in this series was made in 2009 during a month-long family trip to Orkney in northern Scotland. I decided it would be interesting to somehow record this family expedition. It felt like a big adventure, my wife and me travelling with our children aged 9 and 11 at the time, on trains, boats and buses, with two small tents in rucksacks on our backs.
The resulting A6 sketchbook became filled with forty or fifty drawings and watercolours of the expansive skies and glistening horizons that we encountered. Since this trip I have continued the practice, whenever we travel the latest book comes with me, also if it is just a day trip. I enjoy the process, and over the years I do seem to have got better at rapidly capturing, mostly the landscapes, that we pass through.
So, I have two seemingly quite distinct set of documents in these compact books on my shelves. I have often found myself wondering about other artists who might have similar split creative outlets. One that springs to mind is perhaps Ellsworth Kelly. On the surface, his elegant and deceptively simple line drawings of plants seem to have little connection with the large scale geometric abstractions. But look a little more carefully and the connections are there, lines and edges, intersections and an economy of information.
Like with Kelly’s work, I am starting to feel increasingly that these two streams of creativity do in some ways show tendencies to converge. Geometry in the landscape has always fascinated me. Where is this geometry ever stronger than in the hard edge of the horizon of the sea on a clear day….a scene that I have often enough recorded in the travel notebooks. And more recently trees as a motif are finding their way repeated into the studio work and I would certainly be inaccurate to say that my experiences of drawing trees in the landscape in my ‘recreational’ books hasn’t in some way been feeding through into what I consider to be the ‘real’ work.
The fact that I’m sharing the progress of these paintings is an indication that I’m feeling pretty content with the progress. In the photograph it does all look very graphic, a quality that comes over a little less in the actual work. Inevitably the smaller scale works on paper progress at a higher tempo.
From time to time I post things about apps that I am making use of in the classroom on the iPads that the pupils I teach all have. One of the limitations I have in this area is that the apps essentially have to be free. Generally the school has a policy that if the app is one that is likely to be used by multiple subject areas they may consider buying a collective license, but if on department, and certainly if it’s just one teacher who’s involved it has to be a freebie!
The art department this understandable policy often presents a problem. There are many good drawing and painting apps out there, but most have restrictions and limitations with the free versions that simply make them less interesting to use. But one that doesn’t suffer from this problem is the truly awfully named MediBang Paint. Whoever thought of that name!
Aside from the name though, this really is an excellent app, with a tremendous range of well-organized possibilities. I’ll be using it during the coming weeks as an extension of an abstraction project that I have been working on. For this application I particularly like the guided drawing tools that allow you to work extensively with concentric circles, parallel lines or with a vanishing point (see the example below).
When my pupils have had a go at producing their own designs I’ll post more.