Saturday, March 28, 2015

We Did It!! Play with Pop-Up Book Sculpture!


University of Alberta Dept. of Art & Design, pop-up book exhibition, video with Kevin Zak (curator)










We talked about the Brontë sisters* because they invented a complex imaginary world as children and wrote books about it. Their childhood play informed their work as adult writers.
We also looked at a children's book about Jane Goodall. She had a stuffed animal chimpanzee when she was a little girl and took him everywhere. Who knew her childhood imagination would lead her to study and live amongst real chimpanzees! These examples of the way childhood play can lead to adult play/work is one of the reasons we studied them with our playful book sculpture lesson. The other reason is to remember that what we do now matters, no matter our age.

Brontë, books from childhood, NPR
Me...Jane children's book




We looked at the art of Cornelia Parker, born in 1956, Cheshire, England.

"Cornelia Parker was interested in exploring the underside of the Brontës' monumentality and this remarkable body of new work offered new perspectives on the myths and stereotypes that have been built around the Brontës, challenging our preconceptions about them. The Brontës' items were examined in new ways, to explore marks left unconsciously - the pin pricks in Charlotte's pin cushion, ink blots on blotting paper and the scribblings out on manuscripts - as well microscopic views of Charlotte's quill pen and analysis conducted on samples of their hair." - Brontë Society
Responding to the question, “When did you decide to become an artist?”

“On a school trip to London when I was 15. We went for a week, and the whole world of art opened up: I'd never even been to a museum before. Having spent my childhood working hard, the idea that I might spend my adulthood playing began to seem quite attractive.”








Movie Trailer for Jane Eyre, based on the novel by Charlotte Brontë

*The Brontë Sisters:
 Wuthering Heights: A Brief Summary
Emily Brontë
Many people, generally those who have never read the book, consider Wuthering Heights to be a straightforward, if intense, love story — Romeo and Juliet on the Yorkshire Moors. But this is a mistake. Really the story is one of revenge. It follows the life of Heathcliff, a mysterious gypsy-like person, from childhood (about seven years old) to his death in his late thirties. Heathcliff rises in his adopted family and then is reduced to the status of a servant, running away when the young woman he loves decides to marry another. He returns later, rich and educated, and sets about gaining his revenge on the two families that he believed ruined his life.


Agnes Grey:
Anne Brontë
At age 19 Anne Brontë left home and worked as a governess for a few years before becoming a writer. Agnes Grey was an 1847 novel based on her experience as a governess. Bronte depicts the precarious position of a governess and how that can affect a young woman. Agnes was the daughter of a minister whose family was in financial difficulty. She has only a few choices for employment. Agnes experiences the difficulty of reining in spoiled children and how wealth can corrupt morals. She later opens a school and finds happiness.


Jane Eyre:
Charlotte Brontë
Jane Eyre ranks as one of the greatest and most perennially popular works of English fiction. Although the poor but plucky heroine is outwardly of plain appearance, she possesses an indomitable spirit, a sharp wit and great courage. She is forced to battle against the exigencies of a cruel guardian, a harsh employer and a rigid social order. All of which circumscribe her life and position when she becomes governess to the daughter of the mysterious, sardonic and attractive Mr Rochester. However, there is great kindness and warmth in this epic love story, which is set against the magnificent backdrop of the Yorkshire moors.

Friday, March 27, 2015

Saturday, March 28, 2015: Wow! Play with Pop-Up Book Sculpture!

Understanding Goal 1

Question: How can artists use play to make art throughout their lives?

Statement:  Learners will begin to understand and appreciate that there may be ways for childhood play to be used for artistic inspiration throughout adulthood.

Key Terms/Concepts:
artistic eye/lens/perception, art as a stabilizing force, artistic practice, visual thinking, creativity, art therapy, fascination, experimentation, disciplines (art and otherwise)

Studio Habits Emphasized: Understanding Art Worlds, Stretch and Explore

Related MA/NCAS Standards:

MA 28 Students describe and analyze how visual artists use and have used materials in their work.

NCAS Connecting 6 VA: Cn10-6 (generating ideas that could be investigated in art making)
NCAS Creating VA: CR1-7 a. (overcome creative blocks)

Understanding Goal 2

Question: What can you do to make paper move?

Statement: Students will begin to learn and appreciate that there may be ways to make paper forms move in space.

Key Terms/Concepts: form, manipulation, forming, technique, engineering, kinetic

Studio Habits Emphasized: Develop Craft, Engage and Persist

Related MA/NCAS Standards:

MA 22 (knowledge of materials and methods) and 25 (knowledge of the process of creating and development of craft)

NCAS Responding 7 VA: Re8-7 (analyzing art-making approaches)

NCAS Creating VA: CR1-8 a. (early stages of the creative process)
Understanding Goal 3

Question: How can color say something in our sculptures?

Statement: Learners will begin to understand and appreciate that there may be ways for color to add meaning to art.

Key Terms/Concepts: color theory: color temperature, value, saturation, hue, brightness, primary, secondary, tertiary, neutrals, placement (color and composition), space (color’s perceptual properties in space in relationship to form), emphasis, symbolism

Studio Habits Emphasized: Envision, Observe

Related MA/NCAS Standards:

MA 23 Students demonstrate knowledge of the elements and principles of design.

NCAS Creating VA: CR2-7 c. (communicates info. or ideas)

NCAS Creating VA: CR2-6 (openness to new ideas)




Thursday, March 26, 2015

Quotes regarding childhood and play

“In every real man a child is hidden that wants to play.” - Friedrich Nietzsche

“If children grew up according to early indications, we should have nothing but geniuses.” - Johann Wolfgang von Goethe

“There are children playing in the streets who could solve some of my top problems in physics, because they have modes of sensory perception that I lost long ago.” - J. Robert Oppenheimer




“Children have neither past nor future; they enjoy the present, which very few of us do.” - Jean de la Bruyere

“What we play is life.” - Louis Armstrong

“Man is most nearly himself when he achieves the seriousness of a child at play.” - Heraclitus

“Work and play are words used to describe the same thing under differing conditions.” - Mark Twain

“You’ve achieved success in your field when you don’t know whether what you’re doing is work or play.” - Warren Beatty

“Play is the only way the highest intelligence of humankind can unfold.” - Joseph Chilton Pearce

The creation of something new is not accomplished by the intellect but by the play instinct acting from inner necessity. The creative mind plays with the objects it loves.” - Carl Jung
“We don’t stop playing because we grow old; we grow old because we stop playing.” - George Bernard Shaw
“If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society.” -Jean Piaget

“It is a happy talent to know how to play.” - Ralph Waldo Emerson

“Those who play rarely become brittle in the face of stress or lose the healing capacity for humor.” - Stuart Brown

“A child who does not play is not a child, but the man who does not play has lost forever the child who lived in him.” - Pablo Neruda

“I don’t know what I may seem to the world, but, as to myself, I seem to have been only like a boy playing on the sea shore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me.” – Isaac Newton

“Every child is an artist. The problem is how to remain an artist once we grow up.” - Pablo Picasso

“It took me four years to paint like Raphael, but a lifetime to paint like a child.” - Pablo Picasso

Regarding artist Joseph Cornell “His fondest childhood memories included family Christmas celebrations, outings to Manhattan where he saw vaudeville shows and strolled around Times Square, and trips to Coney Island where he encountered penny arcade machines. These childhood memories, among others, inspired some of the themes later explored in his art work.”

"After a certain high level of technical skill is achieved, science and art tend to coalesce in esthetics, plasticity, and form. The greatest scientists are always artists as well." - Albert Einstein

“I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” - Albert Einstein

“Logic will get you from A to Z; imagination will get you everywhere.” - Albert Einstein

“Everything you can imagine is real.” - Pablo Picasso


“Grown-ups love figures.  When you tell them that you have made a new friend, they never ask you any questions about essential matters.  They never say to you, "What does his voice sound like?  What games does he love best?  Does he collect butterflies?" Instead, they demand:  "How old is he?  How many brothers has he?  How much does he weigh?  How much money does his father make?"  Only from these figures do they think they have learned anything about him.” - Antoine de Saint-Exupéry, The Little Prince, 1943, translated from French


Tuesday, March 24, 2015

How Geniuses Think

This article exemplifies thinking strategies that we cultivate by studying art. "Geniuses prepare themselves for chance" relates to our "Sculpting By Chance" lesson in clay. Check out the other headings: 

  • "Geniuses look at problems in many different ways."
  • "Geniuses make their thoughts visible."
  • "Geniuses produce."
  • "Geniuses make novel combinations."
  • "Geniuses force relationships."
  • "Geniuses think in opposites."
  • "Geniuses think metaphorically."
You can check out the article here:


How Geniuses Think

Sunday, March 22, 2015

Check out the amazing paper forms students created Saturday!

These pieces were created without adhesives - only a few clips at the top to get the sculptures started. Students envisioned forms, strategized, and implemented their inventions to create these gravity-defying works of art. Segments were crafted by individual students who then had to observe the connections their peers had configured and find ways to add on to the structure.