Name of Artist Educator: Samson Cheung
Excercise Category: Visual storytelling
At school, seems like every classroom is set for specific functions and usage rules......
Concept / Inspiration:
At school, seems like every classroom is set for specific functions and usage rules – library must be a place for reading silently, corridor must be used for connecting each places. But actually the usage of spaces and rules are only set by people, they are not unchangeable regulations. Through this exercise, students are expected to learn potentiality and elasticity of space.
- Allow students to observe space and try to have interactive creation with space.
- Allow students to try to break some intrinsic mindsets and be bold to do some extraordinary things.
Materials / Equipment:
- Paper Masking Tape
Part One | Preparation beforehand
Each student writes a 500 words essay base on the three topics below. Content could be about personal matters, some moments or words that others have not heard about.
2.Someone who has not contacted for a long time
3.Someone who has never met before
Part Two | (20 minutes)
- Appreciate artist Pak Sheung Chuen’s work “Hong Kong 2011.11.18-2011.11.14,2011”. This artwork used space, words, simple lines and colours as creative elements. Through appreciation, students are able to observe that words are not restricted to be written on surface. After that, move to introduce the creative activity followed by.
- In groups of two, swap the essays with each other and read through it. Try to understand the partner’s feeling of writing the lines. The purpose of exchanging essays is to bring new thinking perspectives from the third person’s understanding to the first person, and also get to know how others think of myself.
Part Three | (30 minutes)
- Go to somewhere in the campus where seldom used for exhibition or artistic creation. Everyone in his/her own way to feel the place silently. For example, they could walk around the place, lean on the wall to feel the texture of the paint, or observe the surroundings in that area.
- Stay in groups of two, write the partners’ lines on paper masking Students do not have to copy the whole passage, just need to pick those impressed them the most, and express the feelings in different forms like font size, font and colours, etc.
- Use the tapes with lines written on it to decorate the chosen area. Be aware of the distance between the tapes and the space created by the crisscrossing tapes.
In order to allow students to experience how to use artistic creation to change intrinsic functions and regulations of the space, it would be better for teacher to choose somewhere students are familiar with the specific functions – like music room is for music lessons, and staff room is office for teachers. It is not suggested to hold the exercise in art room, because this area is already built for artistic creation, if art room is selected for the exercise, there would not be outstanding effects. The exercise is also not suggested to be held in over spacious open areas like playground, because if the tapes are too dispersed, the visual effects would not look good.
Students were working on the creative works in the aisle in front of the school gate. The aisle is a necessary route to the classrooms and various locations, so they used the tapes to block the way, and change the function of the space from a perspective of physics.
4.When every student is done with their decorations, everyone calms themselves down and walk around the area to appreciate others’ works. Finally, everyone recalls what they have just done and discuss with each other.
Since the form of creation was different from traditional ones, students were not quite adapted at the beginning, most of them chose to stick the tapes onto the walk, without making bold attempts. Until educator demonstrated to link the wall and the ground with the tape, gradually there were some students tried different methods. Their creation directions include changing the space function, the shape of the tapes, and use tapes to interact with the space.