There are fantastic PAINTS projects happening all over the province. Check back in this space for updates, and browse through to see the rich and varied history of the program, and to spark ideas for new projects.
Justin has been in and around the animation and gaming industry for close to 15 years. In that time he's had the pleasure of working with Marvel, Nickelodeon, Cartoon Network, Disney XD, TBS, Snoop Dogg and dozens of other elite clients. Whether it's commercials, video games or animated music videos or tv shows and movies, Justin has had the privilege of working with these clients without ever needing to move from Nova Scotia - and he's very proud of that. We'll do some design theory and an exercise the first class to help build fundamentals- So we cover basic shapes and why they're crucial in character design. Then we can dig in with some drawing.
For the second class, we can talk about light and shadow with an exercise in drawing as well.
Lastly, we'll put the all of those lessons together and build a character together with suggestions we take from the class.
Over a series of 8 sessions we explored different ways of making a 3D self portrait. To introduce the project we looked at a variety of 3D objects, comparing the traditional understanding of sculpture and moving into some contemporary sculpture which included working with unusual and unexpected materials to create sculpture. Our first project was to create a collage that represented some aspect of our personality and we collected images that related to the students personalities. Our second project started with some quick line contour drawings that were then interpreted into wire sculptures. This assisted the students to change their thinking from 2D into 3D. Our third project explored the 3D self using card board. Students were encouraged to explore ways of connecting the cardboard using construction techniques, rather than glue. Our fourth project was to create a mask using paper mache, after which which students were encouraged to decorate or embellish. Finally we looked at how soft sculptural elements could be incorporated. The intention of the project was to encourage new ways of working and representation, and I found that the students were at times challenged by thinking in different ways to create representations of themselves. Despite this, the students embraced the different methods of creating and I was inspired by their creations. The best part was that the project also inspired the art teachers and parts of the project will be incorporated into their curriculum.
This project was devised for a small class of young adults. Most of them had either dropped out of high school or have had trouble fitting into a regular classroom situation. Art for art's sake is important for everyone but even more so for these troubled youth trying to turn their lives around.
To start I explained the history of the encaustic process; talked about making the waxes then followed that with a demonstration showing them various techniques.
I see myself as a facilitator rather than an instructor so after the demo I let them get right down to it - I encourage and might make a suggestion or two but I let the students explore the materials. That way they tend to come up with their own ways of manipulating the waxes. As usual, results and colour palettes were idiosyncratic.
Positive outcomes: learning how to escape into a world of art; broadening life experience by meeting a "real live" practising artist. We also had some good conversations. These kids are open about their pasts. I enjoyed them so much I offered to do an intro class next year for free when Joanne wants to spend longer working with the encaustic medium.
This project began on day one with an in-depth explanation about the clay process, including type of clay and kilning. Next, students were walked through the process of building their own plates/ bowls. They were shown a variety of options, such as sizes, shapes, and decoration. Thorough modelling was provided for how to put the plate/ bowl together. (One of their pieces needed to have a exterior decorative element added -- Ex: small bird, dots). Students were then given the opportunity to create their plate/ bowl with Ms. Benton overseeing their efforts. Examples of plate/ bowls created prior were also available for students to view. Day two of the project involved glazing and decorating the students' work. Students were explained the process of HOW the glaze was to be applied and WHY the glaze was necessary. Creativity was encouraged. During the process, students were excited to be creative and to make something of their own that was also functional. Students who didn't consider themselves "artists" or particularly good at art were able to create a piece that they were very proud of.