Clicking on the images below will take you to the student artwork!
While a significant amount of time is dedicated to developing craft, this class also addresses the enduring relationship between science and art, the power art can have to make people aware of issues and invite change, as well as the history of how arts connect cultures and evolve through time.
Bookbinding:
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Bookbinding is an ancient art that started in the Middle East created to communicate ideas. Bookbinding is a specialized trade and artistic craft that relies on measuring, cutting, gluing, and sewing. In class we learn the Coptic sewing technique to hold the pages together and then create a hard cover to protect the pages.
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Felting:
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The origin of felt is unknown but is believed to date back to prehistoric times in Central Asia. Felt may have been discovered when wool, shed from wild sheep, was used to soften sleeping areas, and it formed a cohesive fabric, or when the wool on skins used for clothing became matted. (Source HERE.)
In class, we learn and use a dry felting technique. Referencing art and science's enduring relationship, students are tasked to select an animal or plant that is listed as endangered, complete some research, create an artwork that resembles a reference photo, and write an artist statement not only describing their process, but also explaining why their species is endangered and what is, or can, be done about it. |
Mask-making:
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The history of mask-making is introduced to students through presentation and research. Historically, masks have been created and used for many reasons: rituals (fertility rites), celebrations (Carnival), protection (warfare), etc. Students research how and why masks are created within a culture of their choice. Instead of creating a copy, students are asked to design a mask inspired by what they learned, and created through their personal lens. What design elements did they find intriguing or compelling and how might they incorporate that into a mask of their own creation. Emphasis is placed on creativity.
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Metalwork:
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For most students, working with metals is a new-to-them media. In this unit, brass, copper, and nickel are riveted to create a piece that the student envisions. While they may reference photos of animals, landscapes, architecture, etc. for the purpose of proportion and pattern, they are not to copy from other artists and are required to move beyond stereotypical imagery such as a tree that resembles a lollipop or a cartoon flower, etc. Students saw, file, sand, create their own rivets, and polish their pieces to a finish.
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Textiles & Ceramics:
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Weaving dates back to Neolithic times where natural materials were woven together to make fences, baskets, and shelters. It is now the primary method of textile production. It is a fantastic opportunity to relish in creating pattern and rhythm. In this unit, a ceramic base is created and glazed focusing on balance and texture. While not required, students are encouraged to be creative with the base creation and consider adding legs, handles, etc. While some weaving requires extensive planning (e.g., Navajo rugs, the Bayeux Tapestry, etc.), in this unit, students are engaged in creating without a preconceived plan. This is a great opportunity to experiment with different weaving patterns, materials, and embellishments.
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