In the example below, the still-life painting in the top left hand corner of these photographs was instantly reconstructed, giving this student an opportunity to see their work in a new way. Using the kaleidoscopic live camera, students can engage with the concept of abstraction by hovering their iPad over representational imagery. IDEA 5: Explore the Concept of Abstraction * Mix media and create cross-curricular learning experiences… We’ve used these ideas as a starting point and ended up creating fractal flower gardens, pin wheels that spin in the wind, etc. Produce patterns, using colour or shape, manipulate size and scale to produce nested constructions, or build sculptural works in three-dimensions. This lesson seed can be developed to connect mathematical concepts to art-making by exploring shapes, forms, nets, fractals and tessellations in depth. These diverse starting points were then grouped into shapes and colour schemes before being assembled as part a large collaborative work that involved folding fractals into fantastic relief paper sculptures. Using kaleidoscopic photographs created in app, students selected and printed a variety of images from their photos that contained interesting shapes and sections. Students need to grapple with the concepts of layering, size, scale, space, etc they use physical materials to represent a digital composition in three-dimensions. Here you are seeing a composition coming to life as students manipulate a variety of recycled plastics.
While many digital images begin as photographic works imported into devices, artwork created on the iPad can also be built OUT using physical materials. The resulting digital images became the guiding works for large-scale layered paintings. The students in the following images used their live cameras over preparatory drawings of geometric forms. Opportunities to explore alternatives to sketching during early production phases can boost the creative confidence of students who may believe that their ability to create is limited to their ability to sketch and render from life with accuracy. By hovering their ‘kaleido-camera’ over their work, the colour, lines and contours transformed and potential starting points for the next works were revealed.įor many students this way of working represents and entirely new way to begin the creative process. In this task, students working on paper using exploratory drawing techniques were asked to stop their sketching mid-way through an exercise. Teachers may choose a concept to drive these investigations, sending students on a ‘viewing mission’, looking for examples of line, creating imagery within a colour scheme, working to identify symbols and subject matter, etc. * Younger students can ‘hunt’ for objects within a work and use the kaleidoscope camera to ‘document’ their discoveries. For example, print an draw over images, collaborate to produce a large scale work, and/or collage pieces together. * Extend these ideas by building tasks that bring these starting points together as larger works. Art Set app was used to draw over the top of existing colour, line and shape, and in doing so, starting points for new works were revealed. Students were encouraged to ‘steal like an artist’, using a section from the fresco on site to develop a digital image. In the image below you’re seeing one student exploring a section of a Mirka Mora mural using the kaleidoscopic lens. There are some really engaging entry points for appreciating art here. For many students, as the image is reflected and reconstructed they ‘see’ the colours for the first time, new lines are revealed, shapes dance and play. Holding up the kaleidoscopic lens to a work of art presents an opportunity for students to explore the elements of art in a new way. Using the live camera as a way to explore an art work is an exciting premise. Supporting students as they ‘learn to look’ is often a challenge for arts educators.
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