Expressive Arts Week 6

Expressive Arts Week 6 This week we were not in the University campus for our input. We all met at Kelvin Grove Museum in Glasgow. While we were here we learnt about all of the opportunities for school trips to all the different Glasgow museums and the different workshops that are taken place here. I …

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Expressive Arts Week 6

This week we were not in the University campus for our input. We all met at Kelvin Grove Museum in Glasgow. While we were here we learnt about all of the opportunities for school trips to all the different Glasgow museums and the different workshops that are taken place here. I would love in the future to be able to bring my class to a museum for a day out of school I think they would learn loads while having fun. While we were here it was really busy due to “Dippy on tour” which is the big dinosaur from a London museum that is touring other British museums.

While we were here we were tasked with finding 10 pieces of art to take a photo of that all connect to a theme and tell a story. I decided that my theme was going to be love, as this also connects with my evocative object due to the meaning behind it and my love for the actual object.

The first photograph I have is a drawing by Leonardo de Vinci of a brain from different viewpoints. I felt that this started off my theme and story well as your brain is the thing that allows you to love and makes you fall in love with something or someone.

The next two photographs to go along with my love theme is of birds and its called mother and child and then a statue of a child and parent elephant. These demonstrate the love between mother and child, How the bird has to go and find food for her and all her children in order to care for them and how the elephant protects her young. This is a perfect example of love.

The next is a drawing of two people in the past during the war who were at the railway station and they are having to say goodbye to each other before the man went off to war. This makes me feel a lot of emotions as the heartbreak in the photo due to the love the two have for each other. I found this drawing in the fragile art section of the French art.

The next one I thought at first was just a statue of a father and child hugging as the child went to sleep which showed love but then when I read the information about the statue was that in fact the child’s mother had died during child birth and the father was looking after the child, I felt like this showed unconditional love that the bond between a parent and a child demonstrates.

The next photo may not seem like it fits in with the theme of love as obviously as the rest of them, but when you think about the meaning of the it does represent love. It is of a tutankhamun and a mummy. I felt as though this represented love as the person who has been wrapped as a mummy would have been loved when they were alive and now will be remembered and loved. Just like anyone’s loved one who passes away.

The next drawing that I also found in the fragile art section in the French art part of the museum is a drawing of a nurse caring for a wounded solider during the war. This shows a different type of love it could represent a persons love for their job and caring for people is this persons love, or it could show the different type of love that a nurse has for each and every patient they care for as they want to help them.

The next two photographs have the same subject matter and the same meaning towards my theme of love, but one is like a cartoon colourful oil painting and the other is a real photograph. Also, one shows the beauty and the other shows the pain of the subject. The first is the cartoon one of trees getting cut down which shows how we love our planet and we love the wildlife, but we also love materialistic things which damages our love for the planet. The second shows the beauty and the side of the planet that we do love to see.

The next two photos I have chosen to round off my story of the theme of love are slightly different as they are my personal great loves. When we walked into the museum and had a quick glance around I immediately saw the giraffe and fell in love. Ever since I was tiny I have always loved giraffes don’t know why but I do so I loved the big statue of the giraffe in the animal section.

The last photo is of a large oil painting that was in the art section. This is of a ballerina dancing, and I loved it due to the colours the meaning and the size of the painting. I have loved and did dancing since I was two, so I fell in love with this painting. It links to my theme as it is my great love but also because you can see that the dancer is in love with what she is doing.

Overall I feel that my photos I have taken and chosen to include in my ten tell the story well and explain then theme well but in different ways that may not make sense to someone ese without an explanation. Overall, I really enjoyed our day at Kelvingrove.

Expressive Arts Week 5

Expressive Arts Blog Week 5 This weeks integrated arts lesson was very hands on and active within the art studio. This week we were linking back to our evocative objects that we have been using throughout the module to base the learning and to bring out emotions and ideas that we may not have if …

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Expressive Arts Blog Week 5

This weeks integrated arts lesson was very hands on and active within the art studio. This week we were linking back to our evocative objects that we have been using throughout the module to base the learning and to bring out emotions and ideas that we may not have if just been asked to do art. So, we were making a concrete poem using 62 words that we had made up about out evocative object. These may be descriptive like my fluffy, bunny etc. or the were emotions such as irreplaceable, heart-warming etc. there were also some words that were about the memory the object brings about mine were hospital, gran, auntie etc.

My concrete poem was in the shape of a bunny’s head. This is due to my evocative object being a bunny teddy. I decided to use wool to do the outline and face features as it gives it a soft fluffy looking touch that represents my teddy and the feelings that it brings about. I then decided I was going to write the majority of the words within the ears of the bunny and put a few special words in paint outside of the bunny to make them stand out more to show their importance. These words were Gran Auntie and then the quote from the song I chose to represent it “Angel in the shape of my mum”. I feel that these words were best to stand out in order for the whole meaning of my object to be conveyed by a glance in very few words. I decided that I would be best to work on the floor, due to the size of my paper and the space at the table due to everyone else working. I felt that because I was working on the floor that I had more room to move and didn’t let the space determine my ideas and creation. This has given me an insight that it would be beneficial for children to be allowed to work where they wanted during their maths lesson in order for them to not be confined by a desk and you may see their imagination flow and be less confined. This concept is discussed in the Room 13: The Movement and International Network (2012) where is discusses the fascination with room 13 which is an unused classroom in a school that was changed into an art studio where the children can work anywhere they want and be as big and bold as they want in the room as it was always messy to allow room for creativity.

I also think that a concrete poem would be a good lesson to do with children in school as it is cross curricular incorporation art and literacy into one piece of work. it would have to be done over a few lessons and the children would need support in choosing the words to include but I think the children would enjoy it. Maybe not using an evocative object as this may be hard for children to chose and understand as they are so young but maybe by picking their favourite toy or something along they lines.

 

Reference

Gibb, C. (2012) International Journal of Art & Design Education, Room 13: The movement and international network, Wiley Online Library

Expressive Arts and Culture Week 4

Soundscapes – 30/01/19 In our 4th session we once again extended the endless possibilities of creating sounds to recreate sounds and images we see and hear in our heads. As … Continue reading

Soundscapes – 30/01/19

In our 4th session we once again extended the endless possibilities of creating sounds to recreate sounds and images we see and hear in our heads. As a class we created a soundscape about fireworks night, splitting into groups to create different sounds we hear on fireworks night and then coming together as a class to play the different sounds at different times together creating one piece. This is a link to what we came up with:

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After working together as a class we split into small groups to create our own soundscape picking a new theme and choosing which instruments agree and work with the chosen theme. In my group we chose to try to recreate a thunderstorm in a rain forest by using different instruments to create a soundscape that fits.

Within the soundscape we used a drum to create the sound of thunder, bells to mimic the sound of rain, a vibraslap to act as the noise of the trees and a woodblock and beater to create the sound of frogs in the rain forest.

  

By doing this activity it allowed us to see a different method of creating real life sounds by mixing together the sounds of different instruments. The allows children to be creative and to use the different sounds they hear to create an image or event in the head, it can also work the other way around, what the children see in their minds they can try out different instruments to recreate the sounds that match the images and events they hear in their heads.