In this lesson, student artists begin brainstorming things they would love to see or experience someday. They create a book that holds a visual ‘bucket list’ of collaged images from magazines.
Student artists will be working individually, but can easily communally use materials such as magazines, glue and scissors.
Old magazines to cut up—preferably ones that focus on travel or places, scissors, glue, construction paper (for the inside of the book as well as the cover—copy paper can be used as a cheaper alternative).
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⚲Landscape With Peacocks, Paul Gauguin, 1892
Paul Gauguin was French and was not well respected as an artist while he was alive. He was a successful stockbroker for a while, but there was a market crash and he stopped doing very well, so he quit to become a full-time painter. His wife divorced him, so he moved to Tahiti where he painted some of the paintings that he became best known for after his death.
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
The student artists work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.
At this point, student artists should having fun imagining places they could travel or visit. The focus on the conversation should be in getting student artists to imagine different possibilities, and to begin formulating ideas about what they would like to see and experience if they had no restrictions.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
Student artists can add additional pages if they run out of space, and continue working on this until class is over.
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