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- | Sinds 2011 **FoAM Brussels** in collaboration with and supported by **MUS-E Belgium** started a long term project under the theme of **Art in the Kitchen** (**Kunst in de Keuken**). **Art in the Kitchen** is an Art-in-School programme, where professional artists work around the topic of cooking, kitchen and food in connection to art and science. The habits of eating, the culture of food, the similarities and differences depending on cultural backgrounds are in the centre of attention. The kitchen and kitchen related objects and ingredients | + | Sinds 2011 **FoAM Brussels** in collaboration with and supported by **MUS-E Belgium** started a long term project under the theme of **Art in the Kitchen** (**Kunst in de Keuken**). **Art in the Kitchen** is an Art-in-School programme, where professional artists work around the topic of cooking, kitchen and food in connection to art and science. The habits of eating, the culture of food, the similarities and differences depending on cultural backgrounds are in the centre of attention. The kitchen and kitchen related objects and ingredients |
The aim of the workshops is to raise awareness about food culture, taste the unexpected, look beyond the understandable and play with what you can find in the kitchen, fridge or vegetable lot of your garden. Combining various artistic practices it’s an involving way to explore creative possibilities, | The aim of the workshops is to raise awareness about food culture, taste the unexpected, look beyond the understandable and play with what you can find in the kitchen, fridge or vegetable lot of your garden. Combining various artistic practices it’s an involving way to explore creative possibilities, | ||
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- | As an outsider coming into the classroom mostly in the middle of the school year i find important to have a number of methods and exercises to "break the ice" and get to know the kids. | + | As an outsider coming into the classroom mostly in the middle of the school year i find it important to have a number of methods and exercises to "break the ice" and get to know the kids. |
+ | I have a photographic memory therefor it is important to me to see the names written somewhere. As a task i ask children to make a drawing or a collage of their favourite food on a piece of paper or paper plate using left overs from candy wrappings. When they are done i photograph each of them in the way i could see the face and artwork with written name on it. Later at home i can go through the pictures and memorise names by heart. | ||
+ | At the end of trajectory i give these portraits to the kids. It is a great way to initiate a reflection about the whole process and activities done. | ||
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+ | Another way to get to know each other is to encourage children to associate themselves with an object, animal or weather phenomenon. We sit in a circle and each of us has to introduce our self by saying name, talents and as what animal, veg or fruit you feel like today. | ||
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+ | I try to ask these questions at the beginning of each session every time introducing a new task. Such as "as what favourite dish you feel like today and what noice would it make if it would be alive" or "can you rime your feelings with something related to food? (ik ben blij als een spiegel ei). This exercise takes only a few minutes but it give me a sufficient information about the energy and general mood of every child. | ||
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**Photography** | **Photography** | ||
- | {{: | + | Cooking film |
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+ | I like working with analog photography as it's offers many ways to improvise and " | ||
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+ | Double exposure | ||
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+ | For this exercise you'll need analog photo camera+colour film, edible ingredients, | ||
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+ | {{:0125.jpg? | ||
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+ | {{:12a_0514.jpg|}} | ||
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+ | Filters from wrapping paper | ||
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+ | Long exposure | ||
+ | Colages | ||
https:// | https:// | ||
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+ | **Grain, beans and other dry food** | ||
**Starch** | **Starch** | ||
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**Text** | **Text** | ||
+ | **Cellebrations** | ||
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+ | **How to be a teacher** | ||
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+ | -__Don' | ||
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+ | -__Be prepared.__ Make sure you have all the material and enough of it for every participant. Display needed objects before children enter the class. Hide anything that is not needed to keep the concentration only on the activity. If material to be shared by several participants make sure they know where it is and it is reachable (some children are smaller than others and might feel left behind if they cant reach one or the other thing). If you are trying some new technique or activity, try i out for your self before hand. This way you will know where the difficulties lyes and estimate better the duration of the activity. | ||
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+ | -__Explain the task in a simple and precise way.__ I usually start with some story behind to " | ||
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+ | -__Trust the method.__And trust the universe. You know the outcome you are looking for and you know how to get there. Even if you need to take detour keep kalm and have trust that at the end everything will be how it should be. If things become confusing and children feel stuck remind your self and them why are you doing this activity and what the bigger " | ||
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+ | -__Embrace the failures.__Sometimes even with the activities that you know work well things get out of hands and take a different unexpected turn. Embrace those moments. Because they teach you more than an easy process. Talk to kids about it. Tell them how different this time was, how unexpected results became and how it made you feel or think. (penis story) | ||
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+ | -__Don' | ||
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+ | -__Look at the results together.__Talking about what you see is as important as making something. When the works are ready i gather kids around each work and ask what do they see, how it makes them feel, how this work is different than the others, what title would suit it best. In these conversations i try to encourage positive feedback. Instead of saying what didn't work or failed i invite everyone to think what could have be done better or different to achieve even more interesting result. I also find important to balance group dynamics during the conversation. Some kids are louder and like to talk a lot, others very timid and silent. I try to include all by asking the questions directly and making sure the rest of the class gives time and space for more quiet children to answer. | ||
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+ | -__Less is more.__ Working with paint, colours, powders or any other creative material is very exiting. So exiting that it might be diffucult to stop. I find important to remind youngsters the main rule i have "Less is more" or "Know when to stop". Practically it is to make them be aware of every step they make, take their time and critically evaluate the proccess. Stopping earlier rather than later insures more powerful and aesthetically pleasing result. However you can make this apparent only if you have examples of going to far and " | ||
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+ | -__Be not afraid of wildness.__ Sitting still and quiet for children often feels like a punishment. When you invite them to explore and create be aware of the level of excitement in the group. Mostly it is really fun to create! Therefor you can't expect kids to be quiet and passive. It helps to make an agreement at the beginning of the class on how much noice we can all make/ | ||
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+ | -__Have sufficient amount of cleaning materials.__ Being busy with any kind of crafts and art activities it is always important to keep in mind that things get messy, dirty and accidents do happen. It is a good idea to have a set of rubbish bags+tape for protecting tables, paper towels for quick absorption of liquids and a broom or cloth to clean the floor. It is also a good idea to remind kids not to wear their best clothes for the workshops. | ||
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+ | **Interesting links** | ||
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+ | https:// | ||
+ | https:// | ||
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