The following is an assignment I was given, requiring me to create some sort of lesson or activity in response to exhibits that were on display in the DAAP galleries. One exhibit showed the work of Hollis Hammonds, the other on Hal Lasko (click on each name for more information).
Mix of Hal Lasko and Hollis Hammonds Response
1) Chat with Hollis Hammonds; she was asked if she feels like her work is all the same or if she feels as though they are all separate projects, responded say “they all feel like separate projects while I’m working on them but when I take a step back and look at them they begin to become one larger body of work.”; Chaotic environment in her work
2) Hal Lasko’s blindness and how shutting off sight can invite creativity
Plan for before or after Michael’s response
Objectives: Create a collaborative class drawings that incorporates everyone’s personal style to create on larger artwork. Delve into conversation about how the pieces started as something random but eventually came together.
Materials: One large sheet of paper, pens and pencils classmates have
5 minutes explaining project/ setting up
25 minutes creating the drawings/examining drawing and discussing how drawings came together and how shutting off sight frees you and loosens creative inhibitions
-Spend first 10 minutes of bouncing between the two-three sheets of paper drawing with eyes closed. No blindfolds so they can move b/w pieces, but when making marks have to close eyes/look away. Doesn’t have to be continuous marks. (Create a chaotic and random creative atmosphere)
-Spend 5 min to break and introduce discussion on marks that have been blindly placed on page and what things people see in them. Objective is to create a conversation that will linger into the rest of drawing time. Talk amongst one another to analyze and inspect what you imagine in the marks and how you see them coming together as drawings.
-Next 10 minutes going in and adding into and pulling out what they see in the drawings. Encourage them to take into account the whole composition when adding. Try to pull together the marks and lines that were blindly drawn; can continue drawing while conversation is being held. Those that are waiting to add to the piece can partake in conversation; maybe 1 sheet of paper would be best, limiting amount of time each person can add (also creates a little more chaos).
Following the drawing activity, was a little unsure of how effective my lesson plan was. I felt like I had prepared a well thought out plan for my 30 min, but after my time was up, it seemed sort of thrown together. It did not seem as though my activity focused around the two elements I responded to most when viewing the two exhibits. With the Hammonds exhibit, I responded most to her believing that her work feels like separate projects while being created, but afterwards she is able to see how those projects fit in with her larger body of work. I also wanted to plan some sort of activity that responded to loosing a sense, specifically sight, and how that affects our creative impulses. I think the activity I planned for my lesson started to point towards this outcome, but the conversation I planned following the drawing activity did not follow through on the intended outcomes. Instead of focusing on how blindness affects creativity or how all of the random marks on the paper seem chaotic, but still contribute to the overall piece; the conversation focused on simply the process of the drawings. Don’t get me wrong, I was very impressed with the conversation that did take place. Everyone seemed to examine and analyze what was happening on the paper and some insightful comments were made as to how this activity would be a great ice breaker activity. However, the most beneficial comments/feedback I received were in relation to how this activity could be guided more towards my initial intended outcomes. While I did want the conversation to spark organically and continue for the full 30 minutes (which it seemed to do for the most part), everyone felt as though it would be wise to enact some sort of restrictions in order to steer the conversation towards topics like blindness or chaos. Overall I felt as though my lesson plan was a good start at what I wanted to accomplish, but it was just a small step and needs more fine tuning before it can accomplish exactly what I want it to do.