1st Workshop of Art: The Picture

Monday, January 18, 2016

The image has an impressive force. Even before the entrance to the first-cycle the child learns how to read. Since we are born we are surrounded by images. We look at a picture, internalized it and learn to give it a meaning.

And just like this, the reading is born!

We learn to read the day, to read the weather, to read the others.

In this workshop we were challenged.

From a very large group of pictures we had to choose one image.

I choose a photograph of the Universe. The colors, the shapes, the dynamic and the movements establish between the spatial elements got me inspired.

In a piece of a card we cut a small “window” and placed it on the image. From the larger picture we had to select a small faction, a small piece of the whole. That would be our focus point.

That small piece was represented in larger paper using new materials and techniques.

All this work led me think.

We had to abstract ourselves from the whole and pay attention to the composition of colors, shapes and small details that transforms that piece in a completely new abstract world. We had to look at the reality and give it a new way, as a reincarnation.

Representing the abstract gives us such a freedom! We feel freer to experience the material than when we are challenged to represent an image as it is. Represent the reality can put us in a higher-pressure situation. We expect to recreate it perfectly.

When I was reproducing the small image in to a major dimension I was leading to think about the distance between the various elements, the harmony between the different shapes and in what they become when separated from the rest of the picture.

(For example, during the art process, I felt that I was creating the entire universe when in reality it was just a tiny tiny piece of it).

This work was support by the senses. One of the many purposes of this work is captivate the child in to the feelings network.

In this activity grammatical language and mathematics were combine in the plastic expressions. The grammatical language was established between the colors, shapes, shades and tones that form the picture.

We had to concentrate our selves to respect the distance between the elements and their scale. That is mathematic!

Over this work the children must be free to experience the different combinations of the plastics materials and techniques. The pedagogue plays the role of a supporter. A child make the learning process by it self. For this being possible the group needs to be at ease with which one of the materials. Otherwise they will not be able to enjoy the process much as they could. 

This requires on-going work their autonomy and will allow the child to enjoy more wisely the artwork and combine the materials in a more autonomously way in the near future. To accomplish it is necessary a relationship based on trust.  

It is extremely important to understand the difference between being a supporter or having total control from the group.

Support is different from control.

A supporter pedagogue looks to the mistakes as a learning opportunity and stays next to the group to encourage them go farther.

When the educator wants to have total control it risks to kill the spontaneous thoughts of the group. It´s affray of mistakes and create fear about them.

We cannot decide what to do for the child! But we can guide them during their performance.

The educator can choose the materials, launch the challenge and let the children try to find their way.

With all this reflection I end it by saying:

Children are the captain of their own learning. The pedagogue is their North Star.