Switzerland & Southcaucasus

Category: Workshp Zurich By Group

Figurative Painting

The topic of our lesson is “figurative painting”. We plan to teach a spontaneous, sketchy and experimental way of painting. The goal is to experience painting as something free and creative. We don’t want to take the traditional, naturalistic and academic approach at painting humans but instead want to use different short exercises to challenge the students.
In our double-lesson we are going to work on the topic “self-portrait painting”. We plan on starting with short and experimental exercises, in which we try out different approaches to painting a self-portrait. The goal is to get the students started and let them experience the many possibilities of painting. After these short exercises, we will discuss a self-portrait of Paul Gauguin. The discussion will lead the students to ideas for an own self-portrait. In the second half of the double-lesson they will then get time to work on a personal, expressive self-portrait, showing their wishes, feelings or stories.

Estella, Hripsime, Fabio, Bastian

Observation

During our lesson we want the students to observe objects in different ways and transform them into drawings. In this transforming process a lot of things are happening. They receive sensual stimulus in the brain, which are converted into some kind of an output. Therefore, drawing is also always a form of translation of what we see, hear and feel. To enhance this sensual experience, we selected objects that are especially appealing when it comes to shapes, surfaces and material (styrofoam, technical tools, organic shapes etc.).
We start our lesson with three smaller exercises in which the students should explore their senses through observation and drawing. In the second half of the double lesson they will take their time to develop and create something out of their previous observations into an association.
With our exercises, we want to improve the students ability to observe with their senses, in order to realize, that an objects has more characteristics then they would think.

During our lesson we want the students to observe objects in different ways and transform them into drawings. In this transforming process a lot of things are happening. They receive sensual stimulus in the brain, which are converted into some kind of an output. Therefore, drawing is also always a form of translation of what we see, hear and feel. To enhance this sensual experience, we selected objects that are especially appealing when it comes to shapes, surfaces and material (styrofoam, technical tools, organic shapes etc.).
We start our lesson with three smaller exercises in which the students should explore their senses through observation and drawing. In the second half of the double lesson they will take their time to develop and create something out of their previous observations into an association.
With our exercises, we want to improve the students ability to observe with their senses, in order to realize, that an objects has more characteristics then they would think.

Aim for our lesson

Artistical Expression:
Find new ways for perceiving an object. The lesson is about observation and they learn to think in different perspectives and with different senses. Every picture we create is a translation of sensual stimulations. And this process contains interpretation and deciding on how you bring them onto material.

Methods, Techniques, Strategies:
Develop a sensitivity for shapes, materials and surfaces. Paint with Gouache. Learn about the science of colors, especially Complementary Color Combinations. Recognizing shadows and lights in a object and transforming them into colors.

Analytical Reflexion,
Awareness, that everything we create after an image or an object is always a translation and interpretation of itself

Astghik, Raya, Simon, Lysanne

On The Same Page

Our aim is to open up creativity in collaborative group drawings, to use them as inspiration for their own works. We will start with more playfull and collaborativ exercices like „Cadavre Exquis“ a slowly make the drawings longer, preciser and in the end single works where they can integrate their previous experiences. We want to show them in this process artists that work in a similiar way and also share their approaches for finding new forms and ways to visualise something. Our exercises are about combining four different objects into a drawing as one object or composition.

Jean-David, Nicole, Sevada, Marine

Our detailed Plan of the lesson.
Entry Exercise
Second Exercise
Main Exercise

No Translation

Within our lesson we explore the topic performance/happening. The planned lesson will turn itself into a performance, or is every teaching lesson anyway a performance?

Through not translating a foreign language we question the concept of languages as a communication tool. Is the intention behind a language adding up even if words are not understandable? How do the pupils react in a moment of uncertainnes created by not having clear directions from the teacher but only having a table full of different material? What will be the result of a lesson full of predestinated missunderstandings? In a second step we give the pupils the opportunity to switch the role of a ‚not understanding learner‘ into the one of a ‚not understanded teacher‘ by letting the pupils tell instructions to their classmates in their own foreign language. In this way they discover the meaning of a performance by being part of it from differnt points of views.

Yerevand, Arev, Janina, Elisa

AREV AND YERVAND

The main goal of a lesson is to answer to the question “who are you?”. It is an interesting question and can be answered in a variety of ways: students can paint what they like to do, what they look like, their dreams, personality, their cultural identity- and so on. How students describe themselves and what colors they use can give us a better idea of their identity. The painting represents what makes them unique, and shows their individual style, their inner emotions and thoughts.

Դասի նպատակը ուսանողի ինքնության կերտումն է։ Նրանք կարող են պատկերել ամենը ինչից կազմված է իրենց անհատականությունը ՝ սիրած զբաղմունք, արտաքին, երազանքներ, մշակութային ինքնություն և այլն։ Թե ինչպես և ինչ գույներ կօգտագործեն ուսանողները աշխատելիս, կօգնի մեզ լավ պատկերացում կազմել իրենց ինքնության մասին։ Նկարը կարտահայտի ուսանողի անհատականությունը և յուրօրինակ ոճը, ներքին հույզերն ու մտքերը:

Astghik and Raya


The lesson topic: The conflict of “warm” and “cold”.
The task: To paint or to draw any kind of conflict of ”warm” and ”cold; no matter, it’s the difference between colours, nature or nations, countries, etc.
The technique: To express it with any possible material by which you can paint.
The method: To give the task to a class dividing the students into groups. The groups do brainstorms, decide their theme and begin to paint.

*It will give them opportunity to think and deceide in a moment and to look at the question from different points of view, to try to paint to contradict things. And they will understand the coulors.

Դասի վերնագիր՝ Տաքի և սառի բախումը

Առաջադրանքը՝ նկարել տաքի և սառի ցանկացած բախում, կարևոր չէ, դա կլինի գույների, բնության, ազգերի կամ պետությունների կամ այլնի միջոցով։

Տեխնիկան՝ նկարել դրանք ցանկացած հնարավոր նյութով, որով կարելի է նկարել։

Մեթոդը՝ առաջադրանքը տալ խմբերի բաժանված դասարանին։ Նրանք պետք է անեն մտագրոհ և ապա սկսեն նկարել։

Միտված է նրան, որ յուրաքանչյուրը կներկայացնի իր հոգեվիճակի անհամատեղելելիությունը համատեղելիության հետ, կարող է իր ներսում հաշտեցնել կարողանալու և չկարողանալու խնդիրը, լինելու և չլինելու, այո֊ի կամ ոչ֊ի։ Հակադիր կետերը միացնելու, իրավիճակի այլ պատկեր ստանալու ։ Նպատակը՝ որ չհամատեղելին, չկարողանալը կոտրվեն։

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