Name of Artist Educator: Cheung Wai Lok
Excercise Category: Self-awareness
Many people like to take selfies with mobile phones. When we are taking selfies, what are we thinking about? Reassessing ourselves intently? Or imagine others gazing on you? If you are not a fan of selfie, why is that?......
Concept / Inspiration:
Many people like to take selfies with mobile phones. When we are taking selfies, what are we thinking about? Reassessing ourselves intently? Or imagine others gazing on you? If you are not a fan of selfie, why is that?
When we are taking selfies, usually we just focus on the face parts we like. Showing only good sides is a common mindset, but are the hidden parts really that unacceptable? Are there any interesting ways to deal with the situation?
From the perspective of appearances, by the method of collage, observe our faces in various angles and look for our symbolic looks like usual facial expressions or iconic smiles, etc. Thereby observing the behavior of taking selfies and realize more on how we look at ourselves. After self-reflection, would it make any difference to the way we take selfies as well as the picture content?
- From the perspectives of appearances, through observing own behavior of taking selfies, realize more on how we look at ourselves
- To introduce collage methods
Materials / Equipment:
- Mobile phone (Required to install camera apps beforehand, for example, Grid Maker)
- Pre-produced photo jigsaws
Part One | 15 minutes
Objective: Educators could thereby observe students and have initial thoughts about their attitudes of perceiving themselves.
- In a circle, everyone says a sentence to describe their appearances. The sentences should be said in “have/do not have” pattern only, for examples, “I have long hair.” or “I don’t have long hair”. If the sentence is in “have” pattern, the student in the right side must repeat it. If the sentence is in “do not have” pattern, the student in the left side must repeat it, until all students have completed the task.
- Educators concludes the observation results – which students tended to use “have” pattern? Which tended to use “do not have” pattern? Remind students to put their judgements behind and understand their own characteristic features.
Part Two | 20 minutes
- Introduce collage. Appreciate art works include collage elements, for example, works by David Hockney.
- Print several art works by David Hockney in advance, cut them into jigsaws, and mix different works into one set of material. In three groups, each group gets one set of jigsaws. Using imagination and intuition, create a new work without referring to the original ones.
Note: If students already knew about collage, this exercise could be skipped.
Part three | 40 minutes
Objective: Allow students to observe how they think about their appearances.
Take selfies of own most liked and disliked face parts, and then combine them into selfie collages at will. They could ask for others’ help if necessary. Finally, share the products and experiences to each other.
During the process of photo shooting, remind students to explore different shooting angles and facial expressions, and make use of the lights of the environment, so that they could have more material options for creating the collages.
During creating collages, students could look for their own symbolic looks like usual facial expressions or iconic smiles, to get to know themselves better.
Most of the students shown their “lovely” faces through their works. It is suggested to use Cheung Wai Lok’s exercise “Instagram in Real” as a further practice.
Rosaryhill School (Secondary Section)
Palmes Ivy Jane Fabro
“I haven’t seen this kind of art works before, so it was difficult to dissemble the image and then reorganize it.”