- What constraints does Tripp create for herself and why?
- What do these constraints generate?
Read this Art21 Blog Post about artist Selena Tripp, who works with self imposed restrictions. Her painting instructions could easily fit within our parameters for this project. Respond to these questions in your visual journal, and type a summary in a response below:
This Tuesday, September 13, the UNC Hanes Visiting Artist Lecture resumes with abstract painter Thomas Nozokwski. For students in Honors Visual Art III/IV, this will be especially relevant because his methods overlap with our current project based on systems.
Read more about Mr. Nozkowski here: http://art.unc.edu/News_Events/Events/CCM3_032421
And preview some of his artworks here: http://tinyurl.com/3z8ytjl
An art teacher friend defined his classroom this way, and I thought it was a great phrase, so I wrote it on the dry erase board on my office door. But the more I think about it, the more important this little phrase becomes. The art classroom is almost always a creative space no matter who (or what) is in charge, but very often creative opportunities are designed and then presented to students as problems to resolve. This is certainly useful, but very often the problem becomes too tidy, too packaged. Can the art room become a space where possibilities are generated, not just disseminated? I hope so.
This week, Studio & HVA are transforming "unbeautiful" things into something beautiful. Pliers are turning into woodland creatures, a plastic bag is becoming a tree, and I spent several minutes watching a student lovingly craft tiny flowers from a gym sock.
Art classroom as possibility space.
I teach visual art and art history. My classroom has a very high ceiling and very few people know where it is. There is a mockingbird that lives in the tree outside my classroom.