Following on from my previous post, I’m still thinking about a “remix” unit for an art class. I’m leaning more towards a still image approach, but am keeping an open mind. The video work of Christian Marclay (“Clocks” info, Telephones video) would be great, but complicated. I’m thinking more about how the combinations of items/images can create new meanings. How do we perceive appropriation? What and how can we “sample?” What and how can we transfer?

We live in such an overcrowded visual culture with advertising, the internet, social media, TV and numerous other experiences. What would be an artist’s intention to sample work? How is it easier or difficult to appropriate work? What are the physical acts involved in creation versus the digital? How are they separate and how can they overlap?

It’s a lot to consider and raises more questions, which I like. So, similar to the tech unit planned, I am leaning towards “How can existing works (images/items) be used to create something original?” as a unit question. With the concept I am thinking of including how context and the manner of appropriation is used (i.e. juxtaposition). Naturally, I still need to refine these areas.

Some activities and artists I would include are:

• An introduction on how artists transformed everyday items into art (Marcel Duchamp, Andy Warhol, Claes Oldenburg, Jeff Koons)
• A comparison between Warhol’s “Birmingham Race Riot“ (1964) and Kelly Walker’s “Black Star Press” (2006) and then perhaps further investigation with some of the work by Banksy
• Collage (Richard Hamilton’s “Just What Is It that Makes Today’s Homes So Different, So Appealing?“ and various collage activities involving images and text, including the work of Jacques de la Villeglé
• Image Transfer techniques
• The sculptural mashups of Brazilian artist Barrão
• JUNE 5 UPDATE: I forgot to mention Culture Jamming

So that’s where I’m at so far.  The title of the unit, “Image Transfer” or “Mashable”. Remember, everything is a remix and Steal Like An Artist.

If you have further ideas/resources for me, please do drop a comment below. I’d appreciate it.

As digital tools transform the way artists find and rework images, the concept of what is fair use—legally as well as artistically—is becoming more complicated 

In the March issue of ARTnews magazine, there was a great article entitled “Copy Right” (read online here). In it they talk about the art of creative re-use. I’ve always wanted to do a remix type of art unit, but have never really had the time to implement it, or had the chance to squeeze it into a year group. That time has come, but in a technology class.

Recently, my co-workers Kim Cofino, Damien Pitter and I had a full day planning session developing new technology units as our “technology as a subject” class moves up from grade 6 & 7 all the way to grade 10. A remix unit was agreed upon, and I immediately remembered the above mentioned article. You see, I’ll be teaching tech again next year to grades 7 & 8, and though this unit would be for grade 10, I’m still thinking how to make it a transdisciplinary unit with my grade 10 art class.

We’re still in the planning phase but we decided to lift the above quote as the unit concept (Digital tools transform the way people find and rework media into original creations). Of course, something like this is also in the works; “Intellectual property rights must be respected through the creation of remixed media.” Our unit question might go along something like this: “How can existing works be used as building blocks to something creative and original?”

Now, the unit may take more of a video/audio mashup approach, but anything is possible. Which brings me back to the visual arts. As an art teacher, how can I connect and scaffold with this unit? That will be my next post. Stay tuned, and of course, if you have some ideas, drop them in the comments section!

(image credit 1, 2)

Our grade 6 students have finished their unit on portrait painting. Their unit question was “How do our personal experiences shape our identity?” and our significant concept was “Our culture affects our identity.” With their paintings, students were to select and represent themselves either through identity, culture or emotion. Some of these aspects could have been achieved through background, pose, colour and brushwork etc.

I think the unit needs some refinement, especially with painting noses! Until I get to that, you can view the artwork through Flickr here. If interested, you can read two student reflections here and here. (Note: I co-teach the grade with my colleague Mr. W)

My grade 9s are kind of my experiment class. We do 4 units in the year (still-life drawing, landscape pastels, painting & graphic design). We’ve just completed the third unit on painting. This unit builds on the previous units and students were required to conduct their own research and experiment in a style they see fit, or inspired by. I decided to give them a choice on whether to paint a landscape or a still life. All worked from a reference photo, but have had to have taken the photo themselves. Students thought of inquiring questions regarding styles/movements/artists as well as techniques regarding paint.

They basically taught themselves and several learnt via YouTube. From this, it led them to conduct a few personal experiments and make choices on how to complete their summative piece. I simply guided from the side and offered simple feedback on their planning doc and whilst painting. An interesting note is that one student said “this is art, we should’ve have to do writing.” This student may be in for a surprise if they continue onto IB Art.

To be honest, some were very derivative of famous artist’s works, but I thought I’d take a step back to see what they would come up with. Most showed a marked improvement over their initial monotone still life painting that was done as a pre-assessment. I think the work was an improvement over last year, but I’m not sure if it was the learning process or individual student talent. Ideally, I’d like to have them create more than one piece, but unfortunately we must plough through : (

View the student work here via Flickr and feel free to read a student reflection from the unit here and here if interested. Is it  interesting that several girls chose food?!

Following on from my previous post on creativity, inspirational advice etc., I began going through my Diigo bookmarks again reviewing other similar items. I made a list. 40 things I have found useful to get and stay creative. Try not to snicker, but for me, I have found these things helpful and make attempts to remember them. As I try to further learn Adobe Illustrator, I decided to import the list into that. Below you can find my three designs and if you click each picture, it will take you to a higher resolution image on Flickr, where you can download it if you wish. I’m not sure if it is finished, or if I am satisfied, but sometimes it is good just to stop and produce. If you have additional offers or advice, feel free to leave a comment. (Yes, I know I probably could have achieved the same effect and probably gotten it done faster if I simply used Word or Pages)

BTW, I totally ripped/remixed the ideas of these people: Kirby Ferguson, Hugh Macleod, Austin Kleon, TO-FU’s “29 ways to stay creative” video & Michael Michaiko’s “Twelve Things you were not taught in school about creativity”