COLLAGE- composition | landscape

Collage- Landscape

Background

Foreground

Mid ground

Week1-2:

The important thing I've learned is not to share some visuals and definitions and leave it as it is, what I find that is good to established is that there are variety of ways to approach something instead of just listening to what the teacher says to do. I respect and encourage the freedom of them sharing their ideas and thoughts which then helps me to improve the lessons. As it was the beginning, I might not have been very specific with details and further explaining. 

What can we tell by looking at clouds? 

I had talked briefly on this feature by sharing a small knowledge of science that is is of vapour, something that has no solid form but also added with a question, does it mean it does not have a shape we recognise? For example:

Using relatable terms: I think that would communicate well with the juniors by mentioning something they do know or aware of. I mentioned that the shapes reminded me of wooly fur on a sheep or a goat. That perked their interests and paying their attention to the visible representation of the movements of clouds which led me to show the iconic piece by Van Gogh, 'Starry Night'. They might have not known the title of work but by their reactions, it is evident that showed this was not an unfamiliar piece. I felt too at this stage, I don't think they are ready to be introduced to many artists just yet as the focus was on understanding the steps to creating a landscape and features within in. 

Instead of just showing the actual piece of painting, I wanted to show a brief idea of how the painting was started with a  sketch.

Week 3 : 

2nd stage of collage~

What are the properties of a landscape?

Firstly, I was informed to always consider every small steps in order to achieving the desired outcome. And that would mean to define and simplify most words in terms of gaining good literacy skills and knowledge of the art terminology. By using smaller steps to breaking down what a landscape consists of. For example, beginning with the general idea of what could be seen in the background. To kick it off, I had brought up the discussion of daily landscape they see in their surroundings or things they notice everyday as they travel to school. The feature first mentioned was the sky and what is within them are clouds. 

My demo piece

By sharing these different styles, associating with the principles of designs such as Line, Shape, Form, Colour, Value, Texture and Contrast. At the same time, allowing them to pay attention to the line works being used, the positive and negative shapes that has been manipulated in different ways, either to create a rhythm of a path that draws the viewer from one side to another.

 This one consisted of most of the above, repetitive line works, shapes and movements that slightly resemble the movements captured in the sky like Van Gogh's work. The purpose at the end of this short introductions of background of the sky, to mid ground of hills or mountains which would lead them to focus on the foreground, is to inspire ideas through different perspectives and create their own landscapes with their own palette of colours. 

The Coop teacher is letting the class carrying on with the collage landscape, almost to finishing in putting finishing touches to the aspects of landscapes, some are adding details in the foreground. I can tell they grasp the concept of landscape, and subject knowledge of what it consists of: Foreground, mid ground and background. Through their processes, I remember that they had occasional moments when they were uncertain of the landscape they want to achieve. What I had tried to do was to help them envisioned the kind of place they would like to be in. Knowing how hard it is to translate ideas from the mind and onto paper. In this case, on a thick board where they gradually grow into the practice of tearing magazines that I have provided for them. 

I have shared my process throughout that even I hadn't got an idea in mind what the landscape I wanted to look like. It definitely would have helped more with image references however, the discipline of this class is the practice of collage and in a fictional approach, it does bring out a lot of creativity. So having a picture reference might have limited them. From works I have chosen of the pupils, these I felt were interestedly done. 

I had shared the few things they needed to really consider while creating a composition of landscape and of colours: 

• warm colours | cool colours: light direction

• Dark tones | light tones: show depth

• balance in landscape 

• patterns | shapes

Using those criteria, I felt there was different compared to when they had started out initially, simply spending half a double period tearing magazines without considering why. That was when I emphasised, while tearing, I told them to think about the colours they would want for the sky, hills, trees or even a path of a road. It was easier for them as I broke it down with the F/M/B and like how I would do it in my practice of painting, I would usually begin from the top(background) and progress towards(foreground). Like painting as well, I encouraged them not to add details yet because the base colours and composition needed to be done first or it would have looked messy and complicated to work on. 

All of them might have seemed to have started out differently, but when I asked them individually, it was interesting. I asked, "What kind of landscape can you see yourself in? Where is the kind of scenery you would like to look at, at this very moment?" 

Some of them needed more time to think, then I had broken it down like this:

"Have you ever laid down on a grass to look up at the sky? Can you remember what kind of clouds were in the sky? Was it a plain peaceful sky with only range of colours in it? Do you remember the shape of the cloud? Or a sky crowded with clouds and you can only see parts of the blueness. Or a stormy sky?" 

I felt that by doing this, I was subtly giving them ideas by helping them recall through their own experience of what they have seen by the age that they are now. I was sure they have seen skies from their daily travels to and fro from home on the road, in the car etc. I realised it was not good to provide too many ideas for them but to help initiate and activate their thinking process as they progresses.

 Overall, I had felt this was a fun class even for me as I haven't had a lot of experience in making works of collage. It surprised me that it was successful even in my own demo piece but to have taught it, I realised there was a lot to consider from their perspective.

Where do I begin? 

Do we start from the bottom?

What do I put in the mid ground? 

These questions I do not ask myself because I have experience but as for them, it was a logical thinking start of a process. And I should have shown them my processes (right) with every step I took. I did share that I too had face the moments when the patience was running low. I had suggested them that it was okay to move around the work as long one does not get lost in forgetting what goes where in the work. The one thing I do emphasize with all my pupils of any classes is that:

It is always okay to make mistakes because that way, we know what we can work to improve.

And collage I found is an activity that allows room for mistakes because it is just layering of paper. If one makes a mistake, simply just cover it like painting. I think it was a good class having had learnt to watch the time and manage on cleaning up because I allow the students to leave. Also, I would enhance the quality of this class by not only presenting a powerpoint of visual aids but to also to do a quick quiz that will refresh their memories each time they come back to class. Repetition is necessary and because we are all visual learners, I will want to create more interesting ways to conduct an introduction and finish with a fun closing.