Initial drawings explored the art element of line and took the form of six things (objects) that contained a personal memory or personal meaning. The artworks and how they were presented took on an autoethnographic quality. I considered that the drawn line did not need to be created with a tool like a pencil. I created my line by stitching a length of string into a thick sheet to white paper to create an outline of my objects. By chance, I discovered that the image on the reverse side of the article revealed hidden lines that linked the objects together.
Other drawing activities considered how bodies move to creates line (see Taking A Line for a Walk, William Kentridge). With charcoal between toes, we traced our steps along lengths of paper and recorded our movements with coloured chalks as we engaged with the rhythms of jazz music.
On reflection:
Other drawing activities considered how bodies move to creates line (see Taking A Line for a Walk, William Kentridge). With charcoal between toes, we traced our steps along lengths of paper and recorded our movements with coloured chalks as we engaged with the rhythms of jazz music.
On reflection:
- Providing students with materials like string to draw with provides opportunities, particularly for a student who believes that they cannot use an implement like a pencil, to experiment.
- Embrace the element of chance. The unexpected can provide exciting opportunities for the potential development of an artwork.
- Responding to what we see, feel, and hear visually allows the teacher to develop multiliteracy activities. These activities can be applied to build vocabulary and engage students in tasks that develop the necessary skills and required written literacy.
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Chance outline
Mapping movements
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Drawing with the body
Inside/Outside
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Dancing drawing
ARTISTS
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