In class exercise: Object presentation

This in class assignment required us to go outside and find objects within the surrounding area of NWSA and create a sculpture, representation of a narrative to describe and explain to the class a s a group. Based on the objects we brought in class, as a group we were to also set up and stage the materials and object to visually convey our concept that we discussed with the class. Our options for presenting were: Narrative (Story), Explanation/ Description, or Performance.

This assignment reminded me that working with a group can have its challenges but when you work together you accomplish many things.

Topics discussed:
Taking over/overgrowth

parental control

this piece is taking from the garden of eden

the oppression of child memories

As we leave our childhood, the overgrowth of nostalgia takes over and leaves us in a decayed state. Repression of childhood memories forces us to put on a façade. Society pushes us to give up on being a kid.

In class exercise: Book

With this in class assignment, we started by having a discussion about stories in general. "What are stories and what makes a story?"  Shared context, time and proximity, audience, tone/attitude/mood and volume.  Stories are shared in the news, told by others, personal stories that shape our perception, life story, depicted through artifacts and photographs, memories tell stories, chronological narrative, fiction generated stories (exaggerated), superstitions/legends/myths/folklores/dances (expressive narrative), art, food, music, architecture, clothing, jewelry, and based on observation. 

Stories can have different outlooks upon them depending on the context and what the story is about. They usually cause a reaction or send a message to inform, entertain, show change, or to share an experience. 

After the discussion we watched a youtube video based on book editor's in the position of the actual children's book maker this time to understand the actual process and time it takes to actually create a children's book. They only had a limited amount of time and materials to make the book of 8 pages or panels. 

Making book:

 -Image/text

-How hard is it to make a children's book

-editor's (making the book)

*rhyming

*pop-ups

*personification

*finger puppets

*journey

*order/structure

*protagonist

*moral

*antagonist

Afterwards, were asked to create small phrases and then choose them at random when we went up together.  After, we got into pairs and were to create a children's book based on the two phrases we chose at random. Me and my group partner got "Be careful for what you wish for" and "a squid" as our phrases to work with.

From there we came up with several ideas for the concept of the story. We had 15 to create the booklet, 15 minutes to storyboard, and 15 minutes to translate the concept onto the zine, and another 15 minutes to finish and finalize any details for the narrative children's book.  

We came up with a story inspired by the ocean and the "Finding Nemo" film to create our zine/ children's book to share with the class. We worked with materials that we had on us at the time to create this in class assignment. 

In class exercise: Depiction from observation at park or garden

Based on the Small Work: Street or Garden assignment, I recorded all the sensory information that I took in: Sights, sounds,  scents, tastes, and textures in my  sketchbook for 30 minutes.
 From that part of the assignment we were to pair up with a partner in class and create a scene based on the chosen written text from our observations at the Park or Garden of our choice.

We chose one piece of text from each of our recorded sensory information in our sketchbooks, created sentences that describes the scene. I chose to add the Banana spiders and created the sentence  that follows it. My partner for this assignment chose the sentence above mine and drew the lake with foliage surrounding it.

Home/School mapping route

This in class exercise required us to think about the route we take to and from school (NWSA). We were to create a mapped out route of the way we get to school and then share it amongst our peers. Amongst ourselves we discussed the different ways we are able to arrive from home to school based on the means of various forms of transportation depending on the location of our homes.

My map included the leisurely way I take to school from my home in the early morning (with morning traffic), Traffic jam locations, the Metro station where I get on to take to get to Downtown, , train route stops, and the train route (with unexpected delays).

The second part of the in class exercise was to recreate to same map but add the environmental elements to the mapping route. This includes: Trees, shrubs, lakes, ponds, fields, and small patches of terrain.