Paint (n.) | Art Inquiry Project

"I really enjoy art and want more of it!"

"I wonder how art started in the first place?"

"How can I help others to express themselves?"

These are some of the wonderings that our young and creative souls ask themselves - showing a real human to human connection at heart. While most art courses at schools focus on skill development or expressing creativity (god knows how), the beauty of an integrated programme that puts our learners at the centre is abundant in TAIP (Transdisciplinary Authentic Inquiry Project). An inquiry into 'the origin of art' is a humongous challenge that the learners (aged 11-14) at OJC have been inspired to take up.

[Practical Research: breaking up charcoal.]

The learners started their research focusing on "how art has changed throughout the different time periods." During the process, they have also developed a workflow of practical research by experimenting through trial and error.

[Learning summary from the student's perspective.]

What is art? Is it a tool? An object? A medium? Is it about the materials or the skills? How can we create art? What is so enjoyable about it? It's like we have been taking it for granted for so long: buy tubes of paint and let's play! But no, our learners want to trace it way back - before the manufacturing of paint. Since art is a human instinct, how did they do it?

[Student's play documented in her Learning Journey.]

The links between art and science - or the undeniable coexistence of the two in our lives - have become more apparent as the students learn more about the history of our civilisations. They have specifically engaged in the science of colour and the mark-making process.

[A facilitated Learning Expo.]

The Learning Expo provides a project deadline where students also need to apply Design Thinking to present their learning. They have decided to use this opportunity to empower others to express themselves.

[Audience enjoying being the artists of the art.]

[Student's reflection.]

What I love about it is the intersection of the historical and the contemporary. The fact that it is not refined and includes so many different entry points to apprehend what the learners have gone through makes such great conversations to help deepen and expand on the collective building of knowledge. Surely I had my questions and doubts about the almost confusing process:

"Have you actually tried to burn and make your own charcoal?"

"I wonder what the paste would smell like if you mixed charcoal with animal fat?"

"Why don't you smudge the charcoal paste on rocks instead of pure white canvases?" "

All of these simply shows ~~how much of a boring adult I am, forgetting the fun and fascination of discovering something new.~~ that a successful inquiry also helps others to become curious. I am proud of the authentic journey that the students have gone through and how they have provided a unique perspective into the minds of the youths of today: Art is fun and messy, and it brings people together.

📣 Well done to Aliza, Aliza, Fiona, and Pranjal. Project completed in 2017.

🦺 Learning Coaches: Sylvie Huang and Cilla Godinet

🔥The Art Bonfire
Les arts plastiques gets real when acrylic paint is plastic. Acrylic paint was invented and became widely available in the mid-20th century, in alignment with the mass-production culture. In my research, I, too, have become interested in the medium itself after exploring the representational purpose of painting.

[Huang, 2007]

In order to push the limitations of painting, I have invested in experimenting how technology impacts the experience of art - the creating and the consuming of it. In this case, I have focused on manipulating the materiality of acrylic paint.

Mixing paints of different properties together, e.g., house paint and artist paint;
Archiving colour labels, mixed results, and dried effects;
Combining pigment, PVA glue, and other mass-produced plastic items in the process and product.

[Huang, 2007]

I have been inspired by the concept that when a work of art is 'complete,' it starts its process of decay. At what point is this work complete? The medium has gone through so many stages of change and manipulation that while it is left to dry, it starts its own life interacting with the space. It may dry and curl up and eventually leave its support. It may create volume and increase density in the process of drying and turn into a new form. Or it may be disrupted, pressed, and broken and transported somewhere else. This act of painting aims not to adhere, but to transform. Are these paintings seen as remains or ruins? Can paint be treated as an object of art in its own right?

Further:

Should We Reproduce the Beauty of Decay? A Museumsleben in the work of Dieter Roth. Heide Skowranek, Tate.

Read more on #ArtelierH3: Landscape Painting | Painting Basics.