Please respond to the readings in at least 150 words. Follow the guidelines for completing lectures and research before posting your work under the appropriate blog entry.
Student Work
Thursday, April 14, 2011
Preparations for April 18th Visit to W.O.E!
Please give a detailed description of your goals and game plan for our next visit to W.O. no later than April 18th at 9 am.
Thanks!
Clem and I requested that the children prepare drawings and other brainstorming techniques to exhibit their ideas for the project. We decided to bring collagraph plates and recycled materials in order for them to get hands on experience with the printing technique. We will experiment incorporating all their ideas onto two plates with some teamwork. By using their ideas and our research on recycling the kids will be able to have fun reflecting what they have learned through our chosen printing technique. We might also bring in other printing materials so that the kids understand the process of printing before they come visit. We are hoping that after we inform the kids on how to print then we can enjoy exploring different techniques of using the plates to represent our topic well.
Anne and I will bring monotype and collagraph plates to W.O. tomorrow. We hope that these printing techniques will be comprehendible for young introductory printmakers. The students will also be asked to form two groups and collaboratively make a theme for each print. The brainstorming process can include sketches, a list of materials to make the plates that would communicate the theme well, and assigned roles for each student. However, before we dive into the print brainstorming process, we can make sure the students have at least a basic idea of how the monotype and collagrph processes work, so we can bring/access photos from the website to illustrate these processes. A goal for our meeting tomorrow may be to have the students create sketches that can be made into the basis for the plates, so that when they come to the print shop, we can just get straight to the physical printing of the edition.
Caty and I have prepared backgrounds and a single image of a showerhead printed on the top right corner of each print. The kids will use these as their starting points, so they can understand what monotype and collagraph visually look like. We also prepared plates made out of cardboard and gesso so that tomorrow the kids can begin building their collagraphs and carborundum images. By the end of the session, we are hoping for the kids to be completed with their plates so that when they come to Rollins, we can just focus on learning how to print and register properly. They were already introduced to building images that communicate the importance of water in our society; so building the plates should not take too long. We will also bring examples of prints we have made in the class just so they can get an idea of what they will turn out looking like. I have an old carborundum plate saved that I will bring in to show them the type of texture this technique gives. The kids will each have a choice of whether they want to make collagraphs or carborundum, or a combination of the two. We also want to discuss with the kids whether text is necessary or not. We think that it will complete the message more clearly, but want to make a collaborative decision. If the kids do agree in using text, we will explain the fact that the text must be placed backwards, and hopefully this will give them a sense of how printing works and how it is different from other artistic mediums.
On our last visit to Whispering Oak, Alexis and I taught our group some critical concepts for understanding the current state of food production. We allowed the students the opportunity to personalize this issue by getting a taste (literally, harr) of how the food crisis would affect each of them personally. Near the end of our visit, we encouraged our group to brainstorm and/or draw some of their ideas for our collaborative prints. Our group was really active with this, and quickly developed a few visual concepts that Alexis and I plan to encourage as the two prints different we will make as a group. Each of us will be in charge of one of the two prints that 2-3 Whispering Oak students develop.
A few of the Whispering Oak students became interested almost immediately in the idea of representing the problems of conventional food production (with the application of chemical pesticides and GMOs) by anthropomorphizing a fruit crop common to our local area-the orange. They developed the idea of depicting oranges being pricked with syringes, shouting things like “ouch! Don’t put those chemicals in me!” I was thinking of discussing with the group the idea of furthering this message to speak to the consuming public by depicting droplets of juice from the punctured oranges falling into shelved bottles of conventional store-bought orange juice.
Another group of two or three students sketched ideas that were visually related to Alexis’ last letterpress print representing conventional vs. traditional/sustainable food production (specifically rice). They developed an image split down the center—one side depicting conventional food production methods and the damage it causes the earth and its peoples, and the other showing sustainable production methods! Hopefully Alexis will be able to bring in her letterpress print to show this group of students as an example.
When we see the Whispering Oak student tomorrow, Alexis and I will encourage them to develop these two images regarding the global food crisis. We will ask them to brainstorm farther and then finalize their sketches. We will then explain the techniques we intend to employ in making the collaborative print, namely screenprinting. We will bring in the paper stencils that we saved from our screenprinting project, and also a silkscreen and squeegee. We intend to use the students’ pencil sketches for photoemulsion stencils by making any compositional changes that may be required and then photocopying the drawings. We will ask the students to agree on colour schemes and Alexis and I will make stencils out of freezer paper for the coloured backgrounds.
In addition to what Katie has already said, I was thinking about also bringing a block or two for linocuts to the children. I was toying with the idea of letting the kids draw on the blocks and then carving the images away myself so they would be ready when the children came to the studio. I was thinking for one print there could be a monotype background with an initial layer of lino and then another layer with a different block using a different color after that (both linocuts would be done on the letterpress). After hearing that the majority of the groups were also planning on using collagraph and monotype I think the idea of spreading things out a bit more to different processes might make the entire visit to the shop go smoother and go quicker for all of the groups.
Amanda and Clem
ReplyDeleteClem and I requested that the children prepare drawings and other brainstorming techniques to exhibit their ideas for the project. We decided to bring collagraph plates and recycled materials in order for them to get hands on experience with the printing technique. We will experiment incorporating all their ideas onto two plates with some teamwork. By using their ideas and our research on recycling the kids will be able to have fun reflecting what they have learned through our chosen printing technique. We might also bring in other printing materials so that the kids understand the process of printing before they come visit. We are hoping that after we inform the kids on how to print then we can enjoy exploring different techniques of using the plates to represent our topic well.
Anne and I will bring monotype and collagraph plates to W.O. tomorrow. We hope that these printing techniques will be comprehendible for young introductory printmakers. The students will also be asked to form two groups and collaboratively make a theme for each print. The brainstorming process can include sketches, a list of materials to make the plates that would communicate the theme well, and assigned roles for each student. However, before we dive into the print brainstorming process, we can make sure the students have at least a basic idea of how the monotype and collagrph processes work, so we can bring/access photos from the website to illustrate these processes. A goal for our meeting tomorrow may be to have the students create sketches that can be made into the basis for the plates, so that when they come to the print shop, we can just get straight to the physical printing of the edition.
ReplyDeleteNatascha, Caty, Brianna
ReplyDeleteCaty and I have prepared backgrounds and a single image of a showerhead printed on the top right corner of each print. The kids will use these as their starting points, so they can understand what monotype and collagraph visually look like. We also prepared plates made out of cardboard and gesso so that tomorrow the kids can begin building their collagraphs and carborundum images. By the end of the session, we are hoping for the kids to be completed with their plates so that when they come to Rollins, we can just focus on learning how to print and register properly. They were already introduced to building images that communicate the importance of water in our society; so building the plates should not take too long. We will also bring examples of prints we have made in the class just so they can get an idea of what they will turn out looking like. I have an old carborundum plate saved that I will bring in to show them the type of texture this technique gives. The kids will each have a choice of whether they want to make collagraphs or carborundum, or a combination of the two. We also want to discuss with the kids whether text is necessary or not. We think that it will complete the message more clearly, but want to make a collaborative decision. If the kids do agree in using text, we will explain the fact that the text must be placed backwards, and hopefully this will give them a sense of how printing works and how it is different from other artistic mediums.
On our last visit to Whispering Oak, Alexis and I taught our group some critical concepts for understanding the current state of food production. We allowed the students the opportunity to personalize this issue by getting a taste (literally, harr) of how the food crisis would affect each of them personally. Near the end of our visit, we encouraged our group to brainstorm and/or draw some of their ideas for our collaborative prints. Our group was really active with this, and quickly developed a few visual concepts that Alexis and I plan to encourage as the two prints different we will make as a group. Each of us will be in charge of one of the two prints that 2-3 Whispering Oak students develop.
ReplyDeleteA few of the Whispering Oak students became interested almost immediately in the idea of representing the problems of conventional food production (with the application of chemical pesticides and GMOs) by anthropomorphizing a fruit crop common to our local area-the orange. They developed the idea of depicting oranges being pricked with syringes, shouting things like “ouch! Don’t put those chemicals in me!” I was thinking of discussing with the group the idea of furthering this message to speak to the consuming public by depicting droplets of juice from the punctured oranges falling into shelved bottles of conventional store-bought orange juice.
Another group of two or three students sketched ideas that were visually related to Alexis’ last letterpress print representing conventional vs. traditional/sustainable food production (specifically rice). They developed an image split down the center—one side depicting conventional food production methods and the damage it causes the earth and its peoples, and the other showing sustainable production methods! Hopefully Alexis will be able to bring in her letterpress print to show this group of students as an example.
When we see the Whispering Oak student tomorrow, Alexis and I will encourage them to develop these two images regarding the global food crisis. We will ask them to brainstorm farther and then finalize their sketches. We will then explain the techniques we intend to employ in making the collaborative print, namely screenprinting. We will bring in the paper stencils that we saved from our screenprinting project, and also a silkscreen and squeegee. We intend to use the students’ pencil sketches for photoemulsion stencils by making any compositional changes that may be required and then photocopying the drawings. We will ask the students to agree on colour schemes and Alexis and I will make stencils out of freezer paper for the coloured backgrounds.
I’m excited to see the kiddos again!!
In addition to what Katie has already said, I was thinking about also bringing a block or two for linocuts to the children. I was toying with the idea of letting the kids draw on the blocks and then carving the images away myself so they would be ready when the children came to the studio. I was thinking for one print there could be a monotype background with an initial layer of lino and then another layer with a different block using a different color after that (both linocuts would be done on the letterpress). After hearing that the majority of the groups were also planning on using collagraph and monotype I think the idea of spreading things out a bit more to different processes might make the entire visit to the shop go smoother and go quicker for all of the groups.
ReplyDelete