exploration

exploration

Purim Mask Making Project

Purim Mask Making Project

Russian Shabbat Club

We had created masks using pre-cut shapes and collage techniques

Shorefront Y

Lesson 1:

Collage, Drawing with scissors

 

Lesson 2:

3-D Collage

What we did:

Lesson 3:

What we did:

  • We looked at  Syrian sculpture and used it as reference
  • used recycled materials to create a mask sculpture
  • used paper mache technique to cover the surface of the mask sculpture

Lesson 4:

What we did:

  • We used primary colors to create secondary and tertiary colors
  • used various marks to create features of the mask

 

Gesher Jewish Educators Workshop

 

Solomon’s Chair at Hannah Senesh Community School

Solomon’s Chair at Hannah Senesh Community School


Life streaming from the event

Video streaming by Ustream

February 6

1-4 pm

Interactive Installation accompanied by printmaking workshops.

previous event at JCC in Manhattan

Hannah Senesh Community Day School

map

Exploration in Collage and 3D Construction

Exploration in Collage and 3D Construction

Explorations in Collage and 3-D Construction is a sequence of 5 lessons in sculpture and construction and is a part of a larger Family Program Initiative titled Art Explorations.

This unit introduces young learners to concepts of 3 dimensionality. The whole sequence is developed based on the artistic uses of 3-dimensional forms, experimentation, and encourages students to come up with innovative uses in constructing their own structures. Each lesson is self contained and reinforces prior knowledge as well as points out new directions for exploration. Students learn by making, observing and listening to each other as well as reflecting on the art made by famous artists. The goal of the sequence is not just to teach about art but to help students develop important habits of mind such as :

  • Persisting
  • Thinking and Communicating with Clarity and Precision
  • Managing Impulsivity
  • Gathering Data Through all Senses
  • Listening with Understanding and Empathy
  • Creating, imagining and Innovation
  • Thinking Flexibly
  • Responding with Wonderment and Awe
  • Thinking about Thinking (Metacognition)
  • Taking Responsible Risks
  • Striving for Accuracy
  • Finding Humor
  • Questioning and Posing Problems
  • Thinking Interdependently
  • Applying Past Knowledge to New Situations
  • Remaining Open to Continuous Learning

We find that kids love to build and this particular class develops fine motor skills as well as spacial thinking.
I personally had not had many opportunities when I was little to explore sculpture, construction because in FSU these were not the most popular mediums that had been taught to kids. Even when I had gone to art school I still did not have appropriate sculpture experiences. In my adult life, while in Pratt Institute I had problems understanding important and original concepts in Sculpture.

Learning about 3-d concepts teaches children that the world is not flat and gives them a unique perspective on to things around them which building toys don’t.  Sculpture can be suspended in space, balance on a single point, pile up on the side.  It develops imagination in a special way.

More →

studio 1.4

studio 1.4

February 6

Alter Ego

Inspiration:

Leading up to the celebration of Purim we find the following text:

from myjewishlearning.com

…People are invited to relinquish normal modes of behavior for one day, embracing behavior otherwise viewed with suspicion. Controlled and institutionalized chaos affirms the greater structure of Jewish custom and law by forming an outlet for a healthy questioning and challenge from within. At the same time, consequences of losing control are further balanced by traditions of giving extra tzedakah(charity) and special gifts to friends and neighbors (mishloch manot) on Purim. Even in its antinomianism (breaking the rules), the tradition has one eye focused on communal balance.

It is taught that in messianic times, only the festival of Purim will continue to be celebrated. Despite efforts to untangle its rich weave of paradoxes, no simple analysis suffices to explain this most unusual and dynamic of the Jewish holidays.

Guest artist

Erika Devries

What we will do:

Using props, sets, makeup and clothing create an image of your alter ego or a false identity. It can be someone you imagine yourself being or your anti pod or an opposite. We will created animated GIF image.

click on image to see animation


Important Habits of mind:

  • Creating, imagining and Innovation
  • Thinking Flexibly
  • Thinking about Thinking (Metacognition)
  • Taking Responsible Risks
  • Striving for Accuracy
  • Finding Humor
  • Questioning and Posing Problems
  • Thinking Interdependently
  • Applying Past Knowledge to New Situations
Solomon’s Chair

Solomon’s Chair

This big scale Installation containing 42 separate pieces will invite audiences of all ages to actively participate. The audience will be able to rearrange the pieces and construct their own Solomon’s Chair, an amassing artifact that originally emerged as a result of genius engineering and magic. As artists we are inspired by the idea of opening space for people to actively engage with the art and offer everyone a chance to participate in the making off the project. Similarly to how The original Solomon’s Chair changed based on who had approached it, our installation will change as more and more people pass through it.

If viewed from a distance or by taking a picture with a camera the image of Solomon (fragment of the painting by Nicolas Poussin 1649) can be seen(if it is hard to see squint your eyes or move away from the screen).

The Installation is accompanied by artist talk and printmaking workshops. Participants create a print inspired by the artist process using intaglio method of printing.

Hannah Senesh

JCC of Manhattan

Solomon’s Chair is supported by Cojeco Center Without Walls and Genesis Philanthropy Group

studio1.3

studio1.3

January 23

Activity for next week:

Questions for drawing an identity sketch:

  • What is my gender?
  • What is my position in my family/community?
  • What languages do I speak?
  • How do I spend my free time?
  • What do I do well( don’t do well)?
  • What do people say about me?
  • What inspires me?
  • How do I feel?

Zhenya’s identity sketch:

I am:

  • artist
  • woman
  • mother
  • wife
  • daughter
  • Jewish
  • friend
  • teacher
  • busy
  • student
  • Russian speaking
  • in love
  • tired
  • caregiver
  • energetic
  • good drawer
  • passionate
  • philosopher
  • conceptual
  • performer
  • knitter

Flickr discussion

Activity:

  1. create your own Multi-Perspective Shooting Machine
  2. Shoot pictures at the chosen location(people on the street, street traffic, stores, subway, rush-hour, e.t.c.)

Inspiration:

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Susan Sontag

“On Photography”(excerpt PDF)

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Eleanor Antin

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Watch the full episode. See more ART:21.

Important habits of mind:

  • Thinking Interdependently.
  • Creating, imagining and Innovation
  • Applying Past Knowledge to New Situations


Tu B’Shevat

Tu B’Shevat

Sculpture exploration project

Clay is a natural material that came from the earth. It’s a great way to explore the ideas around Tu B’shvat, the New Year for the trees.

Through using natural materials such as clay, wood, twigs and branches, seeds and paper we learn about nature cycles.

Tu B’shavat Seder is a tradition that incorporates songs, vine and fruit tasting.

studio1.2

studio1.2

January 16, 2011

Inspiration:

Eadweard Muybridge

Blow-Up (1966)

111 min  -  Drama | Mystery | Thriller -  18 December 1966 (USA)

A mod London photographer believes that he has photographed a murder.

Director:Michelangelo Antonioni

Writers:Michelangelo Antonioni (story), Julio Cortázar (short story “Las babas del diablo”), and 3 more credits »

Stars:David Hemmings, Vanessa Redgrave and Sarah Miles

Activity:

  1. Invent a simple story and perform it.
  2. Take a sequence of images/photos of the performance
  3. Create a simple still image animation using Quick Time


Ayn Studio on Flickr

Stop motion animation by Eley and Dimitri

Important habits of mind:

  • Thinking and Communicating with Clarity and Precision
  • Creating, imagining and Innovation
  • Striving for Accuracy
  • Finding Humor
  • Questioning and Posing Problems
  • Thinking Interdependently
  • Applying Past Knowledge to New Situations

Painting Explorations

Painting Explorations

Painting Explorations is a sequence of 5 lessons in painting and is a part of a larger Family Program Initiative titled Art Explorations. It introduces beginner learners to concepts of mark making, color mixing and paint applications. The whole sequence is developed based on the artistic uses of painting, experimentation, and encourages students to come up with innovative uses of painting medium. Each lesson is self contained and reinforces prior knowledge as well as points out the ways to go in the future. Students learn by making, observing and listening to each other as well as reflecting on the art made by famous artists. The goal of the sequence is not just to teach about art but to help students develop important habits of mind such as :

  • Persisting
  • Thinking and Communicating with Clarity and Precision
  • Managing Impulsivity
  • Gathering Data Through all Senses
  • Listening with Understanding and Empathy
  • Creating, imagining and Innovation
  • Thinking Flexibly
  • Responding with Wonderment and Awe
  • Thinking about Thinking (Metacognition)
  • Taking Responsible Risks
  • Striving for Accuracy
  • Finding Humor
  • Questioning and Posing Problems
  • Thinking Interdependently
  • Applying Past Knowledge to New Situations
  • Remaining Open to Continuous Learning

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Lesson #5. Using Shapes

Things we learned:

  1. All things in the world can be painted using shapes.
  2. Shapes can connect and make new shapes.
  3. Shapes remind us of things in the world like crowds, eyes, rain, ears, an egg e.t.c.
  4. Important habits of mind learned-

    Thinking Flexibly-training your mind not to fixed on a single solution. For example David is able to change the way his images look from one thing into another because he is flexible in his thinking.

    Responding with Wonderment and Awe- having an ability to be surprised and be able to add your own thoughts to a story.

    Thinking Interdependently-collaborating, Davis and Jacob worked on a big painting together creating one image.

    Applying Past Knowledge to New Situations-relating things from our lives to the story we red.

    Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(other things that could be that color, developing associations) and Innovation(mixing new color).

    We read a poem translated from Yiddish to Russian by Lev Kvitko “Ð’ Гости” and made a painting about it.

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Lesson #4. Mixing Brown Using Primary Colors

Things we learned:

  1. Mixing paints together produces new color
  2. Mixing all three Primary colors makes brown.
  3. Brown can be different – dark or light, greenish or reddish.

Important habits of mind learned- Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(other things that could be that color, developing associations) and Innovation(mixing new color).

We had looked at at another painting by Paul Klee.

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Lesson #3. Mixing Primary Color

Things we learned:

  1. Mixing paints together produces new color
  2. Mixing Primary colors makes Secondary colors. Red+Yellow=Orange, Red+Blue=Purple, Yellow+Blue=Green
  3. We can use thick and thin brushes for different type of painting. Thick brush is good for spreading and layering and thin brush is good for making lines, small dots and marks.


Important habits of mind learned- Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(other things that could be that color, developing associations) and Innovation(mixing new color).

We had looked at at another painting by Mark Rothko.

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Lesson #2. Color mixing

Things we learned:

  1. Mixing paints together produces new color
  2. Using thick brush we can spread paint and cover a lot of space quickly.
  3. Paint can be layered.
  4. Mixing new colors can remind us of things in the world like grass and trees.

Important habits of mind learned- Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(things that could be that color) and Innovation(mixing new color).

We had looked at at another painting by Paul Klee.

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Lesson #1. Brushstrokes and mark making

Things we learned:

  1. Moving hands in different ways produces different types of marks
  2. Different marks remind us of things in the world. Zig zag reminds us of the mountains and wavy lines remind of the water.

Important habits of mind learned – Creating(creating different lines remind us of things), imagining(we imagine things that look like the marks we make and learn to associate visual representation with the object) and Innovation(combining marks together allows us to invent new images).

We had looked at art by Paul Klee.

It seems very basic but I actually believe that children need to explore a lot in order to be comfortable with anything, especially making marks or creating visual images. They actually enjoy it even if it is something very familiar to them and get great satisfaction from doing something they already know.

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Kick off party

Painting titled “Night and Day” using primary colors by children ages 2-8.

Hanukkah Project

JCH of Bensonhurst

collage/printmaking

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more images…

KingsBay Y

Collage/printmaking

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more images…

Russian Language Shabbat Club
at the JCC of Manhattan
Sculpture
combined group of 3-4 and 5-6 years-old.

exploration in 3D collage

Zshuk Channel

watch life stream

(if channel appears off line that means that we are not currently broadcasting, but you can check previous broadcasts)