trying on a metaphor
blake kathryn
DEAR READER
No title available
Three Goblin Art
No title available
if i look back, i am lost
@theartofmadeline
todays bird
noise dept.
wallacepolsom
PUT YOUR BEARD IN MY MOUTH
#extradirty
shark vs the universe
d e v o n
Janaina Medeiros
Lint Roller? I Barely Know Her
taylor price
almost home
Xuebing Du
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from United States
seen from Türkiye
seen from United States
seen from United States
seen from United States
seen from Türkiye
seen from Bangladesh
seen from Malaysia
seen from United Kingdom
seen from United Kingdom
@slg-start-programme-blog
Session 1: Gallery Visit
Using Amie Siegel’s film ‘Fetish’ as a starting point artist Marysa Dowling asked the students of Evelyn Grace Academy to think about how we use our hands to communicate and express ourselves. By photographing a series of hand gestures, the students created narratives inspired by their everyday exchanges.
Students using camera equipment to photograph their hand gestures back in the classroom
Sessions 2 and 3: Back at School
Back in the classroom the students looked closer at the details of their hands. Can the unique lines on our hands be used to both identify us and forecast the future? The students analysed their hand prints and used palm-reading guides to make predictions about their future lives.
Marysa introducing the project to the Evelyn Grace Academy year 7′s at SLG
Vehicles for changes, pupils create their own manifesto materials:
Proud to be black
#Girl power # Equal
Believe and achieve
ARK All Saints Academy pupils visit Roman Ondak’s exhibition at the South London Gallery: The Source of Art Is In The Life of a People.
They work with artist Lucy Joyce to think about art as intervention, looking at the messages revealed in the gallery spaces. Making their own interventions in the space, they highlight elements of the space or artwork, and create their own messages back in the studio.
Every mark made is a work of art
Stand up to bullies
Young life matters
Pupils from Harris Girls' Academy continue to explore objects for change, communicating their messages for change in the world:
No more homeless
Peace out, no war
Down with gangs
Down with Trump
Down with racism
Stop knife crime
Make this world a better place
Get on with doing
Final reflections from the artists - teachers discussion:
- Artists Processes: often doing, more than words. Get started, rather than language first.
- Be aware of English as second language: communicate visually
- Artists sharing their work helps explore what art can be e.g. is photography art? It can be funny too.
- Being intuitive and responsive to a particular group, students influencing.
- Remember: what are students taking from it?
- Have a plan, but be prepared to scrap it: sometimes when you’ve planned extensively...
- Short and sharp activities to keep focus
- Playfulness: process more important than outcome
- As an artist, how do you share methods and processes when you’re working so closely with your practice? It can make you feel vulnerable.
- Teaching process / creative process condenses everything
- No dumbing things down: starting somewhere and learning through practice to explore big concepts.
- Get on with doing: engage all pupils by physical activities, not talking big concepts.
Failure and not knowing can be positive
Reflections from artist Meera Chauda on collaborating with young people:
1. I am interested in how young people and their understanding of the world helps them to engage with art contemporary art.
2. It’s good to leave with questions not answers - and it’s ok to ask questions we can't answer.
3. Responding to individual needs - exploring different strands. Responding and shaping - looking at muliple approaches.
4. I bring a playful approach. A hands-on process is sometimes more important than outcome.
5.How can we create the right environment for engagement? Encouraging young people to be active participants - different access points - one size does not fill all.
6. Disrupting the usual learning experience - exploring different spaces.
7. Failure and not knowing can be positive.
Check for understanding
Thoughts and reflections from Toni Loveday, Art Teacher at ARK All Saints Academy.
The partnership between artists and teachers is complementary:
- From the creative thinking of the artists, ideas can then be looked at from a teacher's perspective to make sure it matches particular pupils and works logistically. Teachers can ensure the management of the class - thinking through how exactly plans will work, and what the pupils' experience of the idea.
- Check for understanding: that your vision for what the focus is, is shared and understood by the pupils.
- Sometimes it needs breaking down into strategic things: e.g. step by step. Blue-sky explanation brought down to the functional and instructional.
Artists glitch the day-to-day
Top tips and reflections from Clare Stanhope, Head of Art at Harris Girls Academy East Dulwich
- Step by step break down can be really handy for students, clarity of task is essential.
- I really enjoy the risk taking that takes place and working with students in other ways than class based.
- Artist interpretations glitch the day-to-day teaching process which is very important.
- Teachers need fresh perspectives as much as students.
Top five tips from artist Jasleen Kaur for collaborating with young people:
1. Words – generate ideas specific to context/ theme.
2. Making – ‘Bridging’ – intriguing material and TOOLS!
3. No Drawing – not planning too much as a warm up or approach to making without inhibition.
4. Group and Individual Work – Learning how to negotiate and generate ideas individually.
5. Doing Activities, short bursts.
>> Taking a complex idea, i.e. ‘curating’ and actively learning about it.
We asked the artists and teachers to share their top tips for engaging young people, here are Rosemary Cronin’s ‘SUPER’ top five:
- Space (creative and headspace, with dialogue between these)
- Unpatronising (each member of the workshop is an artist)
- Politics
- Extra Special (V.I.P’s)
- Reality of an exhibition/ end point
Artist-Teacher Evening at the South London Gallery - speed-dating format!
Year 7′s from Harris Girls Academy East Dulwich are working with artist Rosemary Cronin to create transformational objects.
This is Magic island they made collectively.