3.1 Drawing Activities for Creating, Imagining & Connecting

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Do curso por The Museum of Modern Art

Arte & Atividades: Estratégias Interativas de Engajamento com a Arte

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The Museum of Modern Art

Arte & Atividades: Estratégias Interativas de Engajamento com a Arte

580 ratings

Art can be a powerful catalyst for building skills and understanding a range of subjects. Intended for primary and secondary teachers of all disciplines, Art & Activity builds upon the inquiry-based approaches of Art and Inquiry: Museum Teaching Strategies for Your Classroom, while delving into activity-based strategies that will make your students empowered participants.

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Activities for Creating, Imagining & Connecting

In this module, we’ll stay active by covering activities that involve drawing, writing, discussion, sound, and movement. We’ll also put on our designer hats, with a Take Action video that presents a cosmic design challenge. You’ll have a chance to test your knowledge with the third and final quiz of the course. Finally, we want you to put all that you’ve learned into practice by using one of the activities with family, friends, or students, and then reflecting on the experience in the discussion forums.

3.1 Drawing Activities for Creating, Imagining & Connecting4:53

3.2 Writing & Discussion-Based Activities for Creating, Imagining & Connecting10:08

3.3 Take Action: Postcard Home6:50

3.4 Sound & Movement Activities for Creating, Imagining & Connecting4:51

3.5 Design Thinking Activities4:34

3.6 Take Action: Chair for an Astronaut3:37

Conheça os instrutores

Jessica Baldenhofer
Associate Educator, School Visits & Partnerships
Education
Lisa Mazzola
Assistant Director, School and Teacher Programs
Department of Education
Stephanie Pau
Associate Educator, Interpretation & Research
Department of Education

[MUSIC]

In this world of test scores and qualitative metrics,

the space to create is often lost in a typical school day.

As we have already discussed,

non-discursive methods of interacting with content have many benefits

including inspiring young people to use their imagination and to create.

It's not enough to inspire students to want to learn.

We also need to make time and space for them to think creatively and

problem solve.

Once we tap into both students' motivation and imagination,

the possibilities are endless in terms of making connections between content areas.

Self-portraiture has long been a mode of artistic expression.

There are many things we can learn about an artist through the lens of his or

her self-portrait.

But not all artists have chosen the traditional method of depicting

themselves, and some have chosen a more symbolic form of representation.

Having your students create a symbolic self-portrait allows them to explore

aspects of their identity that go beyond their physical attributes.

When I use the symbolic self-portrait activity,

I'd like to start off by giving examples.

After observing and discussing the examples as a group,

I will give them some prompts.

If you were to make up a self-portrait made up of only signs, symbols and

objects that represent your identity, what would they be?

What objects best represent you and your identity?

Give your students time to consider these questions.

You can have them journal or

make thumbnail sketches to help them think and plan.

Once they've had time for

both steps, let them create their own symbolic self-portrait through drawing.

>> It's really simple I guess.

I didn't use too many things.

I think my favorite part of this is David Bowie's face and the burger because

those are the important things in life >> I did something that was kind

of representing something from my childhood and representing who I am now.

So, I did a lot of these crossword puzzles as a kid and

I also wanted to fly as a kid, so here's me.

And then, I also have this weird fascination with faces and

eyes and noses, so I incorporated that.

>> Expand the frame is an activity that will get your students using their

imaginations to think beyond the frame of what they see.

First, give your students time to study the artwork.

You guys have your viewfinders.

You can spend a few minutes to look at all the close details of the work of art.

And then, what I'm gonna have you guys do is I'm gonna give you one

of these templates, and I want you now,

I'm gonna allow you to co-create artwork with Roy Lichtenstein.

And I'm gonna actually allow you to use your powers, your magical powers,

and expand the frame.

So we have this frame that's here, but you're now gonna pull it,

and you're gonna expand it, and you're gonna kind of create a rendering that

incorporates the things that you kind of imagine when you look at this work of art.

You talked a little bit about it at Maryland, but

now I'm gonna give you the chance to actually create something.

That expands the frame, and allows for

you to kind of put your own thoughts and ideas into the work of art.

You can also have students focus on just the characters in an artwork.

Ask your students to imagine that character in an alternate setting.

By asking them to focus on the pose, gesture and expression of the characters,

it gives them information that can help them re-imagine the figures

in a composition derived from their imagination.

Along the same lines of expand the frame, sometimes I like students to create

drawings of what happened before and after the events they see.

This activity works best after a full discussion of the artwork.

It also highlights the ways that artists create visual narratives.

When they imagine what might have happened before or after the scene they're looking

at, they are again filling in aspects of the story within the artwork.

Through this, they communicate their understanding of what they're seeing

while also using their imagination.

You can float their images on a piece of paper with boxes similar to

a cartoon strip.

A variation on this activity is to give students the option to also use text

to illustrate what happened before and what came after.

Any of these activities can be scaffolded or

structured to work with varying age groups.

I think the big take away is you want to invite your students

to explore the artist's process.

And also apply it to an artwork of their own.

[MUSIC]

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