SchoolArts Magazine

APR 2014

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link: http://www.schoolartsdigital.com/i/271882

Contents of this Issue

Navigation

Page 29 of 62

of lights such as big and small flash- lights, LEDs, and glow sticks. Collaboration and Sharing When working together in small groups, it is astounding what creative results people come up with in a short amount of time. Experimentation and collaboration are key, and "play" is the operative word when learning to paint with light. Sharing within and beyond the classroom gives authenticity to what you are doing, so upload your edited images onto a photo- sharing site such as Flickr or Instagram that can beam your work near and far. It is also easy to make and share videos of your light paint- ings through video sites like Animoto or Vimeo. My own introduction to light painting came when my colleague, David Gran visited the International School of Beijing back in 2009. I had seen some of his students' light paint- ings, so I asked if he'd take some time to show my digital imagery students how to do it. In that short sixty-minute period, we learned enough to begin creating right away. The results were immedi- ate and my students were hooked. I immediately uploaded our very first light paintings onto ArtEd 2.0 and ARARTE. The response from students, faculty, and the world has kept us exploring. Because of the pos- sibilities for creativity, collaboration, authenticity, and mastery, light paint- ing has become a permanent part of our photography curriculum. Light Painting with Teachers Last spring I presented light painting techniques to more than fifty-five art educators from around Asia at the East Asia Regional Council of Schools (EARCOS) in Shanghai. To facilitate learning, I set the workshop up in a modified project- based learning fashion. I began by asking, "How do we create magic and inspire curiosity in the everyday?" I then gave a bit of history about our program's own light painting experiences. I showed a video of work we had done at the Interna- tional School of Beijing, then a brief video introducing the process. I posted a link to a light painting Wiki site I created for teachers and students to refer to in order to expand upon their knowledge and understand- ing once they had given light painting a try. I then divided the teachers into groups of four or five; passed out the tripods, cameras, and lights; and let them have at it. The energy in the room was electric. There were shouts and laughter everywhere. We posted our responses onto the light painting Wiki site for everyone to enjoy and made a very cool video using Ani- moto. Just try it and see for yourself! Kendra Farrell is an art teacher at the International School of Beijing and is founder of the Ning site, Asia Region Art Educators (Arate.ning.com). kfarrell@isb. bj.edu.cn N A T I O N A L S T A N D A R D Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between struc- tural choices and artistic functions. W E B L I N K S www.flickr.com/photos/ kenfar/7002164177/in/set- 72157629565644727 goingglobalwithlightpainting.wiki- spaces.com/home Experimentation and collaboration are key, and "play" is the operative word when learning to paint with light. History of Light Painting The practice of light painting began as research in 1914 when Frank Gilbreth and his wife, Lillian used small lights and the open shutter of a camera to track the motion of manufacturing and clerical workers. The ere tr ing to improve efficienc n the factor , not attempting to create art. In 1935, Man Ra s the first known art pho- tographer to use the technique in his "Space Writing" series. schoolartsonline.com 25 A_pages_4_14.indd 25 2/20/14 3:05 PM

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - APR 2014