The summer 2020 sketchbook

This summer has been different. Not a completely stay at home holiday, but one that hasn’t seen me cross the Dutch borders. Like most holidays I document the trips we make in a small drawing book. No great aims or ambitions, just quick visual notes of where we go. That has meant images of forests, heathlands, the rivers and the coast.

Click here or on the image below to browse through the book.

I have quite a collection of similar books on the shelf in my studio. This is the first one that I’ve put into digital form. The quality is not too bad, and it is in the end a nice record of the ‘Corona summer’.

There connections to my other paintings that I produce is limited, although maybe there is just starting to be increasing convergence. A long over-due update and documentation of my studio work from 2020 should hopefully follow sometime in the coming weeks.

Some things would just never work in an online lesson

There are quite some contrasts in the emotions of being back in the classroom. I would be lying if I said that I was totally happy and comfortable to be back in the classroom. Having said that, it is great to be back doing some physical teaching and pushing the pupils to experiment and try activities and approaches that simply wouldn’t be possible in the distant learning situation.

One such example from yesterday.  The context was an initial session at the beginning of a series of lessons about abstraction in visual art.

Later on there will be assignments giving the pupils the chance to create abstract compositions that focus on dynamism and flow in an image, but today I wanted to get my group of fourteen year olds to loosen up, experiment with abstract mark-making and to draw a parallel with the abstract language offered by music.

Using eight different pieces of instrumental music and applying different ‘rules’ to each drawing a sheet of increasingly wild drawings was made.  We had fun, they smiled and laughed on seeing their own and the results of others. They were engaged and curious. The results made were maybe not of great artistic merit, but they were part of a process leading onto other things.

Would this lesson have worked online? Without a doubt it would not. Of course I could have played the music to them via the computers. I could also have asked them to have had paper and pencils ready. I could even have given exactly the same explanation about what they had to do. But still it would not have worked. Such a lesson (and there are many more in all areas of education) only work because you are sharing and participating together in an activity. It is perhaps not dissimilar to going to a theatre to watch a stand-up comedian or watching it alone on your laptop. The material might be the same but the experience isn’t.

We are social creatures and also social learners, being part of a group of peers, together with a teacher, brings a dynamic that rarely occurs in the online environment. In an art room context it is a dynamic that can be used to push learners further as they look over their shoulders and respond and react to the work that others around them are doing.

A simple online group visual art project

Since the start of the Covid 19 induced lockdowns around the world I have seen quite a few musical and choir related projects come by on my Facebook feed.  Groups of musicians or singers all contributing their bit to the carefully mixed and arranged compositions that those with the digital know how have been able to mix and balance into impressive unity despite the geographical spread of the participants.  A classic case of the whole being greater than the sum of the parts.

I too work with groups of creative enthusiasts, both children and adults and these musically combined performances set me thinking about trying something similar in my field of the visual arts.  The group of adults that I support with assignments and ideas seemed to be the most obvious place to give my own fairly modest ideas a try.

They are a very social group of people who miss their chance to paint and share life once a week.  The club’s app group has been very active during the lockdown and the project I had in mind would work well using that platform.

The initial idea was quite simple, using the reference point of a seventeenth century Dutch still life we would try and compose our own still life with everyone contributing something that could be digitally added to the group composition. The only guidelines I gave were that the objects could be modern or older if they wished and they had to make a simple shaded drawing using just a pencil.

The drawings started to roll in via the app group and I set about contructing an arrangement that gave them all a chance to be seen. Gradually the enthusiasm for the working together nature of our little project grew, with me posting regular progress up dates.

I’d seen enough to see another, perhaps better possibility, we could move on to a Dutch flower painting as inspiration.

Opnamedatum: 2010-11-11

This time I’d provide the vase and the rest of the group the flowers.  The drawings streamed in, again just in pencil to help with the overall unity of the image.  For the digital assemblage the flower arrangement gave more scope for adjustments and moving things round and in the end it was possible to fill the vase with a huge number of diverse flowers.

A this stage I’m not quite sure what the follow up will be. But I think there has to be one.

By the window, rain in February……digital experiments continued

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

By the window, rain in February

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.

It starts here….

New year – the same old resolution

P1020218The 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.

iPads in the art room

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.

The homework issue

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……….

 

Abstraction for teenagers

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.

IMG_6431

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.

 

Remember this…the reverse perspective?

 

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

Materials:

  • 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!

reverse perspective diagram

Click on the link below to download this file as a .pdf that is suitable for printing

Reverse perspective diagram

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.

Reverse perspective

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

Good luck!

Peter