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Whoops Apocalypse
W3
Simulation#2, Collage, Peer mentors
Becoming an Educationalist
Agenda
• Post-apocalypse: what world will we build?
• Workshop:
• Collage: What; Why; How; Photomontage;
Surrealism; DaDa;...
Scenario
We need two groups of FIVE for each of the
following:
Just emerged from the Bunkers
Five years after the War
T...
Plan
• Each group discusses their ideas for 20 mins
and prepares their ‘pitch’ to the Panel
• The groups will pitch in pai...
Roles for Each Group
• A survivor who was super rich – and who still
hopes to find their buried treasure.
• A survivor who...
Each group of FIVE will:
• Discuss what systems are needed to make sure everybody is
housed, fed, warm, in good health and...
The Panel
Is also made up of the same people:
•A survivor who was super rich – and who still
hopes to find their buried tr...
Pitching
• Each pair of groups will pitch their ideas to the
Panel – with the rest of the class acting as
audience.
• The ...
Debrief:
• Explain why you feel your choices
were made.
• What influenced your decisions?
• What does this tell you about ...
Take away questions:
• What is the purpose of an Education System for a
society?
• What is the purpose of an Education Sys...
Workshop
•
•
•
•

Collage: what, why, how...
Hannah Hoch
Sandra’s collages
Your turn...

• 4th hour: meet the peer mentors...
Collage
What
• http://en.wikipedia.org/wiki/Collage
• ... an assemblage of different forms, thus creating a
new whole.
• newspaper...
Why
• Refs current events – news – pop culture...
• Juxtaposition of signifiers
• The incongruous into meaningful relation...
How
• Viz. Patchwork quilts!

• http://en.wikipedia.org/wiki/File:Romare_Bearden
• Romare Bearden...
Photomontage[edit]

• Main article: Photomontage
• Photomontage is the process (and result) of
making a composite photogra...
Surrealism

• Surrealist artists have made extensive use of collage.
• Cubomania is a collage made by cutting an image int...
DaDa
•

Dada /ˈdɑːdɑː/ or Dadaism was an art movement of the European avant-garde in
the early 20th century.

•

Born out ...
Hannah Hoch
• In German:
• http://www.youtube.com/watch?v=waTi-Fwx-gA

• Or like this:
• http://www.youtube.com/watch?v=8o...
Sandra’s recent collages:

• http://lastrefugelmu.blogspot.co.uk/2013/06/artm

• http://lastrefugelmu.blogspot.co.uk/2013/...
Your turn:
Using your Freewrite on:
•What is a successful educationalist
With that writing and those thoughts in mind,
beg...
Follow up:

• Access Art – e.g.
• http://www.accessart.org.uk/asemic-writing-expre
With peer mentors
•
•
•

Say hello
Engage in ice breaker
Write Artist statement for collage:
1. Explain your process (medi...
Bibliography
• Blogging: http://ds106.us/handbook/blogging/
• Giroux on Freire: http://www.truthout.org/archive/item/93016...
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Becoming w3 whoops_apocalypse: Post-apocalypse simulation and presentations. Collage theory and practise.

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Simulation#2 - the apocalypse is over - what world do we want to build? Discussion groups, quick and dirty presentations - the Panel decides. Workshop: Collages: what, why, how, photomontage, surrealism, DaDa, Hannah Hoch; Making a collage self-portrait: Writing an Artist Statement.

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Transcript of "Becoming w3 whoops_apocalypse: Post-apocalypse simulation and presentations. Collage theory and practise."

  1. 1. Whoops Apocalypse W3 Simulation#2, Collage, Peer mentors Becoming an Educationalist
  2. 2. Agenda • Post-apocalypse: what world will we build? • Workshop: • Collage: What; Why; How; Photomontage; Surrealism; DaDa; Hannah Hoch; Sandra’s collages • Your turn... • Peer mentors: Icebreaker; write artist statement; peer review
  3. 3. Scenario We need two groups of FIVE for each of the following: Just emerged from the Bunkers Five years after the War Ten years after the War. Each group will plan an education system and pitch it to a Panel who will judge which education strategy to enact and why.
  4. 4. Plan • Each group discusses their ideas for 20 mins and prepares their ‘pitch’ to the Panel • The groups will pitch in pairs: – Year 0 – Year 5 – Year 10 • The panel will make a judgement after every pair. • Each pair-pitching & judgement, 10 mins
  5. 5. Roles for Each Group • A survivor who was super rich – and who still hopes to find their buried treasure. • A survivor who was an entrepreneur. • A survivor who was a Trades Unionist. • A survivor who was a Teacher’s Assistant. • A survivor who read a lot of Freire.
  6. 6. Each group of FIVE will: • Discuss what systems are needed to make sure everybody is housed, fed, warm, in good health and useful • Consider the education system or strategy that will need to be put in place – and why • Sum up the ethos or values embraced by your education strategy. You have 20 minutes as a group, to: • Allow each person to speak. • Decide which role you will play. • Decide what sort of survival strategies and education strategies you would put in place – and why. • Spell out your educational ethos or beliefs. • Prepare your ‘pitch’ to the judging Panel.
  7. 7. The Panel Is also made up of the same people: •A survivor who was super rich – and who still hopes to find their buried treasure. •A survivor who was an entrepreneur. •A survivor who was a Trades Unionist. •A survivor who was a Teacher’s Assistant. •A survivor who read a lot of Freire.
  8. 8. Pitching • Each pair of groups will pitch their ideas to the Panel – with the rest of the class acting as audience. • The Panel can allow questions from the Floor – or not. • The Panel can choose one Group’s whole strategy – or elements from each pair. • The Panel decides.
  9. 9. Debrief: • Explain why you feel your choices were made. • What influenced your decisions? • What does this tell you about your own values and beliefs? • How might this affect you as an Educationalist?
  10. 10. Take away questions: • What is the purpose of an Education System for a society? • What is the purpose of an Education System for an individual? • Whose interests do you think an Education System has to serve? • What education system or strategy would you put in place – and why? • If you had to sum up the ethos or values embraced by your perfect education strategy – what would they be?
  11. 11. Workshop • • • • Collage: what, why, how... Hannah Hoch Sandra’s collages Your turn... • 4th hour: meet the peer mentors; write artist statement
  12. 12. Collage
  13. 13. What • http://en.wikipedia.org/wiki/Collage • ... an assemblage of different forms, thus creating a new whole. • newspaper clippings, ribbons, coloured or handmade papers, bits of other artwork or texts, photographs and other found objects, glued to a piece of paper or canvas. • goes back hundreds of years - made a dramatic reappearance in the early 20th century. • The term collage derives from the French "coller" meaning "glue".[1] viz. Georges Braque and Pablo Picasso • = modern art.[2]
  14. 14. Why • Refs current events – news – pop culture... • Juxtaposition of signifiers • The incongruous into meaningful relationship with the ordinary[5] • "at once serious and tongue-in-cheek" • Concept and process over end product... • New meanings created
  15. 15. How • Viz. Patchwork quilts! • http://en.wikipedia.org/wiki/File:Romare_Bearden • Romare Bearden...
  16. 16. Photomontage[edit] • Main article: Photomontage • Photomontage is the process (and result) of making a composite photograph by cutting and joining a number of other photographs. • Can be photographed - converted back into a seamless photographic print. • Viz. image-editing software - compositing. • http://en.wikipedia.org/wiki/File:Hamilton-appealing2
  17. 17. Surrealism • Surrealist artists have made extensive use of collage. • Cubomania is a collage made by cutting an image into squares which are then reassembled automatically or at random. • I’m a big fan of Miró (who joined the Surrealist group in 1924): • https://www.google.co.uk/search?q=Miro&sa=X&tbm=isch&tbo=u&sour • The already symbolic and poetic nature of Miró’s work ... fit well with the dream-like automatism espoused by the group. • Experimented with collage and the process of painting to reject the framing that traditional painting provided. • http://en.wikipedia.org/wiki/Joan_Mir%C3%B3
  18. 18. DaDa • Dada /ˈdɑːdɑː/ or Dadaism was an art movement of the European avant-garde in the early 20th century. • Born out of negative reaction to the horrors of World War I. • Begun by a group of artist and poets associated with the Cabaret Voltaire in Zurich. • Rejected reason and logic, prizing nonsense, irrationality and intuition. • The origin of the name Dada is unclear; some believe that it is a nonsensical word. Others maintain that it originates from the Romanian artists Tristan Tzara's and Marcel Janco's frequent use of the words da, da, meaning yes, yes in theRomanian language. Another theory says that the name "Dada" came during a meeting of the group when a paper knife stuck into a French-German dictionary happened to point to 'dada', a French word for 'hobbyhorse'. [2]
  19. 19. Hannah Hoch • In German: • http://www.youtube.com/watch?v=waTi-Fwx-gA • Or like this: • http://www.youtube.com/watch?v=8oVTHyheIcw
  20. 20. Sandra’s recent collages: • http://lastrefugelmu.blogspot.co.uk/2013/06/artm • http://lastrefugelmu.blogspot.co.uk/2013/06/artm
  21. 21. Your turn: Using your Freewrite on: •What is a successful educationalist With that writing and those thoughts in mind, begin assembling your collage self portrait (60’) – Either making up a literal portrait ... – Or the more representational... •Write Artist Statement with Peer Mentors •Bring Collage & Artist Statement in next week
  22. 22. Follow up: • Access Art – e.g. • http://www.accessart.org.uk/asemic-writing-expre
  23. 23. With peer mentors • • • Say hello Engage in ice breaker Write Artist statement for collage: 1. Explain your process (medium and technique). How was it made? Which art materials and approaches did you use and why? 2. Describe the idea behind your artwork. What story or message does it get across? What does it mean to you? 3. Why did you create it? What are your reasons for creating that specific art piece? What do you want your audience to feel and think while observing it? • • Peer Review Reflect on whole week.
  24. 24. Bibliography • Blogging: http://ds106.us/handbook/blogging/ • Giroux on Freire: http://www.truthout.org/archive/item/93016:lessons-to-be-learned-frompaulo-freire-as-education-is-being-taken-over-by-themega-rich • Info-Ed: dialogue, praxis and education: http://infed.org/mobi/paulo-freire-dialogue-praxis-andeducation/ • Lastrefuge: http://lastrefugelmu.blogspot.co.uk/2013/06/artmoocweek-four-through-lens-lessons.html • Summerhill – experiments in emancipatory education: http://www.summerhillschool.co.uk/
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