DUE EVERY WEDNESDAY!
Wreck-Less Abandon 2017-18
1. Personal Ephemera
2. Metacognition 3.Wash a page. 4. Impossible 5. BREATHE 6. Fold out sheet of recycled paper. 7. Paste in a mistake & repurpose it. 8. Draw with glue. 9. POP Art. 10. Abstraction 11. Printmaking with common object. 12. Notes form my subconscious. 13. Pastiche 14. Underwater 15. Embedded 16. Driven to distraction. 17. Turn an ad into a political cartoon. 18. Tree as a metaphor. 19. Zoom in. 20. Draw your favorite sound. 21. PORTAL 22. Haiku 23. Architectural interest. 24. Draw 7 am. 25. For SURREAL. 26. 8 Bit Pixel Image 27. Say something with typography. 28. Bar Code Art 29. Redesign Logos 30. Design Currency 31. Ridiculous 32. Milieau 33. Turn lyrics into a poster. 34. Horned 35. DADA Poetry 36. Dried up marker. 37. What's your future? 38. Illustrate lyrics 39. Lost 40. Mix Flesh Tones 41. Dissonance 42. 10 Word Story 43. Draw a picture in your phone. 44. WORDS 45. Mandala |
Browse through the slide show of journal entries and see if you can guess which prompt the student interpreted. (See left for prompt list.)
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Wreck-Less Abandon Prompts
Grade 2017-18
7th Grade
Wreck-less Abandon
Yes, I spelled it that way for a reason...
Typically, students would have Process Journal (sketch book) assignments to fit in extra drawing practice outside of class; if we were all going to be designers and gallery artists such skills might be more pressing. I have decided to take a new approach to making art outside of class: shift focus to building creativity & restoring young people's innovative nature.
The ability to explore without negative self-talk; to learn from or refresh a "mistake"; to blur the line between work and play, work as play; are all applicable paradigms outside of the art studio which we lost to the extrinsic motivator of grades.
It behooves one to adopt the fortunate paradigms that Studio Thinking nurtures (listed above). Einstein and other physicists visualize outcomes using thought experiments; inventors observed the physiology of aquatic plants and applied the balast adjustment action to cellphones; chefs create art for the palette. The relationship of work to play, of process to outcome, of material to need is fostered within the art studio.
The "challenges" in Wreck-less Abandon are something I've been compiling over the last 16 years of teaching art. The challenges inside can be interpreted as literally or broadly as the owner desires. I call the assignments, or the prompts, challenges, because I want my students to have a more authentic connection with the process of art making; with creativity itself. I want students to once again BE in that cognitive state in which they feel free to make discoveries from mistakes, and feel a fluid spectrum of interactions with the art making process rather than worry about grades (at least with the journal).
Yes, I spelled it that way for a reason...
Typically, students would have Process Journal (sketch book) assignments to fit in extra drawing practice outside of class; if we were all going to be designers and gallery artists such skills might be more pressing. I have decided to take a new approach to making art outside of class: shift focus to building creativity & restoring young people's innovative nature.
The ability to explore without negative self-talk; to learn from or refresh a "mistake"; to blur the line between work and play, work as play; are all applicable paradigms outside of the art studio which we lost to the extrinsic motivator of grades.
It behooves one to adopt the fortunate paradigms that Studio Thinking nurtures (listed above). Einstein and other physicists visualize outcomes using thought experiments; inventors observed the physiology of aquatic plants and applied the balast adjustment action to cellphones; chefs create art for the palette. The relationship of work to play, of process to outcome, of material to need is fostered within the art studio.
The "challenges" in Wreck-less Abandon are something I've been compiling over the last 16 years of teaching art. The challenges inside can be interpreted as literally or broadly as the owner desires. I call the assignments, or the prompts, challenges, because I want my students to have a more authentic connection with the process of art making; with creativity itself. I want students to once again BE in that cognitive state in which they feel free to make discoveries from mistakes, and feel a fluid spectrum of interactions with the art making process rather than worry about grades (at least with the journal).
Wreck-Less Abandon 3
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Wreck-Less Abandon 3 Prompts:
Wreck-Less Abandon 1
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