Art lesson resource: Film Noir Photos

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Here is  a recent project I have completed with Year 9 GCSE Photography students based on the theme of Film Noir imagery. Developed from a project created many years ago for the NCFE level 2 course, there are a few essentials needed but basically it is about interpretation of the visual style. The examples presented here were all produced this half term by the students working in teams of 4 or 3 (there are 27 in my class).

What you will need:

  • Ideally DSLR cameras but use what you can
  • Photo editing software, ie. Photoshop
  • Battery torches – even cheap £1 LED ones work well
  • A studio light would be great
  • Black sugar paper and masking tape
  • Costume props: police-style caps, Macintosh coats, long gloves
  • Props: plastic handguns (must be relevant style to 1940s USA), plastic Tommy guns, plastic handcuffs and/or police badges.

Inspiration

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As a starting point we looked at clips from some of the best Noir movies of the ’40s. We used collaborative team methods to identify the key elements common to each of the examples (lighting techniques, good guys, dubious gals, the femme fatale etc). We also looked out for common costume, make-up and hair as well as props. Students went from there to research contemporary artists (and movies) that employ some of the iconography of the 1940s Noir. The mood board above shows that a student has identified Noir ideas in the work of Vandervell and Carr.

Method

Usually in a photography project, I will start students with idea research to get visual prompts for the imagery they will go on to experiment with and develop in their own way. However, the Noir style is quite intuitive once you have the props. It is surprising how many members of staff had a classic Macintosh coat hiding (probably hardly worn) in a cupboard and I sourced three. The handgun props I found at Poundland and even got a Police Set that included a badge and cuffs. Tommy guns were trickier; eventually I got some made in Hong Kong in bright blue and orange that took an age to arrive in the UK; cost just £5 each including p&p. Trilby hats and police-style caps we had in school already from drama performances.

So session one included the smaller teams of 4 wearing/using props in a drama studio and basically improv acting, more accurately ‘acting up’! Cameras were gradually introduced to the teams who were starting to get it. These were photography students after all and didn’t want to be the ‘models’.

After a review of the first shoot, students identified what did or didn’t work the first time. Here we introduced lighting effects. Bringing in their own family torches (and the odd Pringle tube*), we blocked out all the natural light in the studio to get a more developed contrast in tone. Using our two studio lights too and lots of black sugar paper also helped create more abstract tone shapes.

*Empty Pringles tubes with a torch gaffer/duct taped to one end make a makeshift snoot or mini spot-light.

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Sample contact sheet

Contact sheets of the second shoot were compared to inspiration and to a checklist of creative studio techniques. What was missing? How could we develop further using adjustments to light meters, aperture, ISO etc.? What can be done in post-production to create a Noir look and feel?

An in-depth analysis of the projection room sequence from Citizen Kane (1945) helped us to understand how important a range of grey tones can be in obscuring detail. How could we do this without a smoke machine? This informed our next two studio shoots before post-production editing.

Editing

To help develop the Noir style, students used monochrome, spot colour, curve/level adjustments, fog layers and when a neutral back drop had been used, replaced backgrounds. The editing and refining aspect took a number of lessons to get right.

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Specific skills lessons were undertaken on picture planes (creating depth), cutting out around hair and rendering lighting and clouds.

Kids’ Feedback

“Best project so far; really enjoyed the studio sessions especially dressing’ up”

“Made me use my imagination”

“I can’t draw so this is my most creative piece of work as I could imagine being a character in an old film”

“I liked using the lights to make a Noir scene. Not using Photoshop all the time”

Examples

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Art lesson resource: Graffiti 3D Bottles

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This project extends the urban art project that I do with year 8 students. Instead of completing large scale cardboard ‘walls’ for their graffiti work, this expires smaller scale 3d ideas.

Like all good art projects, always start with a basis in skill development and drawing; typography and lettering are explored as well as hip-hop/graffiti styles.

Inspiration

Next step was to do a bit of research into SeakOne’s graffiti. Much of his recent work sees the individual characters living within each typographic form. Insect-like robots mimic the shapes of roman letters usually in industrial colour schemes.

SeakOne has recently begun to produce 3d models of these letter-creatures and this is forms our main inspiration for graffiti bottles.

Method

Students need to bring a plastic bottle of their choice; mainly water or pop bottles with some 1 litre style shapes occasionally too.

Either on a piece of paper or directly on the side of the bottle, create the creature letters and build up using paper-mache. This is a bit messy of course! When working on separate paper, this needs to be formed on to the bottle, filling in any spaces as the glue mixture dries.

Finally, use acrylic paints to add bright colours, blends, details and outlines. I asked students to leave the cap un-covered so that the bottle could retain functionality.

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Using elements of urban art style such as primary colours, outlines and even ‘dotty’ textures adds an extra element of skill and is quite manageable for Year 8s. The personalisation aspect meant that students really wanted their own bottle at the complete stage not just as a sculpture but a trendy water-retainer!


Recording art demos

Do you find yourself repeating demonstrations of art techniques? I keep my most recent art sketchbooks in school as a reference to show the kids that I have also ‘had a go’ at whatever I set them. However, this is not the same as seeing a work in progress. I am reminded of the video of Picasso painting on glass:

Seeing the artist at work often can give more hints and tips to resolving art problems than merely the finished piece. With our abundant availability of tech these days, it isn’t too hard to create a mini-video to share as a ‘what a good one looks like’. The popcorn task above was filmed with an iPhone in my left hand. Ok, so I added some music after but this isn’t so hard these days especially on a tablet. My advice is: record it, upload it. preferably to YouTube so that they can review it at home (review, rewind and pause).


 

Right there

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“That’s where your painting is, son. Right there.” The Rebel (1961)

One of my favourite art quotes and something I find myself repeating to students in response to their extraordinary talent. The movie is the story of an office clerk, played by satirist Tony Hancock, who believes himself to be a great but undiscovered artist. When he’s fired from his job he moves to Paris, in the hope that the art world will recognise him for the genius he is. Of course, being Hancock, he’s a terrible painter, but his ability to act like a genius persuades a group of fashionable young artists that he might be the real deal.

The sublime technical achievement in art sometimes even happens with young students doesn’t it? I don’t know maybe it’s a correct planetary alignment or something every now and again, but the use of technique in painting, sculpture, photography or whatever and suddenly everything goes right for them. I find myself quoting Tony Hancock from the film The Rebel: “That is where your painting is, son. Right there.” Students don’t often get the reference so I explain how their technique has been handled well; consistent and to help develop their skills through repetition and knowing why they are doing it.

I suppose this could be an aspect of metacognition; whether you understand why things work well and how they can be used again. Not just a happy accident – so that’s where your painting is there helps me explore the creative process of ‘understanding why’ doing something and how it was achieved rather than just luck or skill. I tend to get into exploring processes and getting students to write sentences on the back of their work or next to their ideas to connect to another area. It just depends really on what they’re producing; sketchbooks are a great way to make references and understanding notes of why something is working well.  For teacher assessment I always use a post-it note or slip of paper or what we call bookmarks. Bookmarks for assessment that we’ve shared through Twitter are great for peer and self review, especially at key stage four and I would like to develop something similar between myself and my colleague for key stage three too.  In this way, when we are not interfering with the flow of the creative process we are adding to it through a few more teacher pointers. After all, it is to help them to develop their skill even if they are newly found members of the Infantile School or Shapist movement.

*In this example, the sublime use of black gloss paint really makes the image in my opinion. Apparently, the artist applied this paint with the flick of some swinging fairy lights.


 

Art lesson resource: Mandala ‘pizza’

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Here is a great GCSE project idea suitable for developing a theme in terms of differentiation and widening the scope of tired secondary source images. This pattern making painting activity takes about 8 weeks (three hours per week) with Year 9 GCSE students and slightly longer with a one year group when they main part has been delivered in 7 weeks or half a term and students finish at home.

Inspiration

 

Circular designs exist in all sorts of global contexts and can be used as sources of inspiration for this project. As my starting point was based on observational drawings from natural forms, I introduced elements of pattern using MC Escher, Islamic tiles and Damien Hirst’s butterfly work. Only as the process became more apparent to students did  I show a YouTube time-lapse video of a Tibetan sand-painting and links to my Pinterest page. Other inspiration (not mandalas as such) came from artists, Vincent Scarpace and Jim Dine.

What you will need:

  • Metre rulers
  • Transparency or tracing paper
  • Acrylic or gouache paint
  • Thick card or grey board
  • Craft /x-acto knife
  • PVA glue
  • Tissue paper for papier-mâché

Method

The starting point for this is observational drawing but through the use of secondary source material start to explain how abstraction works and why individual artists produce images of such varied style.

Focussing on formal elements and ways to simplify patterns, students explored both manufactured and natural shapes producing an A3 study sheet of each.

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Based on an approximate 45° triangle, students used tessellation and symmetry to produce a mandala section (known by some students as a ‘pizza slice’). After refinement and colour experiments (restricted to 3 harmonising and one complementary) the mandala section is traced and then transferred to A2 grey board. Students make the decision to flip the image (or not) in order to create a circular design. Acrylic paint works very well but gouache is a lot more precise. My older students, working at home, preferred to add colour blends using gouache.

An additional idea is to bas-relief 3D shapes into the design or add cardboard relief structures. This is purely a differentiation based on skills and speed of working; painting alone is a time-consuming affair, however, some students may choose to work quickly.

Kids’ feedback

“An amazing outcome! It looks really complicated from a short distance but wasn’t too hard to do.”

“I think I got an idea as to how textile patterns and wallpapers were designed before computers.”

“Takes too long. I’m impatient! Looks good though so I will finish eventually.”

“I love my design! Drawing it out was repetitive but now I’m adding gradient paint tones I’m in love with it again!”

I have a handful of completed designs already and will post some on here after GCSE moderation. Please let me know how you use this #mandalaproject idea via my Twitter: @damoward.


 

Kick the bucket lists

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While talking to a young Italian-Japanese couple last night at a party we got on to the subject of places to visit, things to do etc before age, infirmity or (in their case) children appear. Their ‘bucket list’ of priorities included many cities to visit, particularly architecture and sometimes regional food. Although I nodded in agreement to some of the general ideas (a-huh, look down on the Grand Canyon, yep), cringed a bit at the white-knuckle and extreme sports there was a consensus as to some of the cultural artefacts. So rather than a general aspirational inventory here’s a ‘kick the bucket’ catalogue of Top 5 arty ideas.

  1. Visit MoMA, the Guggenheim and the Met in New York City.

Additionally, I would like to take a dawn stroll through the skyscrapers of Manhattan with my camera to create some interesting photo journals of the city.

2. Take my family to Berlin for a deeper understanding of the history of Europe but also the amazing museums. I went on a school visit with students and a very knowledgeable guide but would like my own kids to experience the vibrance and energy as well as abundant culture.

3. Create a source of passive income through a children’s book, a T-shirt design or inventive patent. One of the advantages of being a parent is the opportunity to read to your kids, particularly classic illustrated children’s books like ‘Where the Wild Things Are’ and ‘The Tiger Who came to Tea’. There are tons of mediocre ones out there, I dabble with character ideas but would really like to invent a classic! Perhaps one day… As for useful patents, I have a notebook where I scribble down inventions. When I think of something that everyone else agrees isn’t just a crazy idea, I’ll try to patent it.

 

4. Complete the Way of St James pilgrimage; the Camino de Santiago.

I would like to complete the full Northern Spain experience (having accidentally completed the San Sebastian to Pamplona stage in my youth). There used to be flights to Santiago de Compostela where an awe inspiring Gothic cathedral marks the end point and reliquary of St James. The experience of the walk first really would make for a terrific exposition.

5. Take a round the world tour of world famous art galleries. I imagine this as a modern version of the Grand Tour of the enlightenment age. Although the cost would be horrific, I would seek to take in at least 100 of the best art galleries but in stages like mini-city breaks. Perhaps this is what the writers at Lonely Planet Guides do and I can imagine it being intellectually draining to do too many, too frequently.

What would be on your Top 5 arty bucket list?


 

My Bowie post: #Famous & Arty

 

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Much has been said in recent weeks following the deaths of significant creative and artistic  tours de force like David Bowie and Alan Rickman. I grew up with Bowie playing in the home and became a fan later in life also. Debate has raged over the artist’s ability for self-reinvention but also seizing opportunities creatively. In the light of the English baccalaureate measure that downplays the significance of the creative and performing arts to individuals who may also have made their careers in other fields (as well of course as Design Technology and PE graduates), it is worth revisiting the hashtag #famous&arty from September 2014.

Please feel free to add to this list either leaving a comment or (preferably)  on Twitter with #famous&arty where I will pick up and add to this page.

David Bowie (1947-2016) studied art and design, including layout and typesetting and music. Went on to study mime/acting too.

 

Alan Rickman (1946-2016) studied graphic design at Chelsea College of Art then the Royal college of Art before attending RADA (Royal Academy of Dramatic Art) in 1972.

 

Muriel Grey, broadcaster and novelist studied Illustration in 1979 at Glasgow School of Art and is the only woman to have been Rector of the University of Edinburgh and is the first female chair of the board of governors at Glasgow School of Art.

 

Steve McQueen, film director and Oscar winner (only person to win Oscar and Turner prize) studied Fine Art at Goldsmiths College, London.

 

John Lennon (1940-1980), studied painting and graphic arts at Liverpool Art College before  being thrown out for disruption.

Hugh Grant, actor studied art history (aiming a scholarship at Courtauld Institute).

 

Samantha Cameron, Smythson accessories designer and spouse of Prime Minister studied Fine Art at the University of the West of England.

 

Peter Capaldi, actor and Oscar winning director (current Dr Who) studied graphics at Glasgow School of Art.

 

Johnny Vegas, comedian studied ceramics at Middlesex University.

 

Bryan Ferry, musician studied Fine Art at Newcastle-upon Tyne University 1964-68.

 

Robbie Coltrane, actor (Hagrid being a recognisable role) studied at Glasgow School of Art.

 

Cathy Jamieson, Minister for Justice and MSP studied sculpture.

 

Liz Lockheed, poet/playwright studied drawing and painting.

 

Ian Dury (1942-2000) musician and student of painting at Walthamstow College of Art (1958) and later at the Royal College of Art.

 

Bob Hardy, Franz Ferdinand bassist studied painting at Glasgow School of Art in 2003.

 

Kate Blanchett studied for a year at the University of Melbourne. Economics and Fine Art were her first options before discovering her acting ability.

 

Ridley Scott, film director studied design at West Hartlepool College of Art 1954-58 and went on to the Royal college of Art.

You made it this far down the list. Why not add a few #famous&arty individuals who have reinvented themselves from the arts to celebrity? Please feel free to add to this list either leaving a comment or (preferably)  on Twitter with #famous&arty where I will pick up and add to this page.