Thursday, January 30, 2014

Found Object Art

Let's talk about Found Object artwork.
I frequently come across found object art on Twitter and in random google searches/websites... and sometimes I just post it for the laughs...*
Leaping Fish, Detail, 2011

* However, the anthropomorphic qualities of found objects and items would be a REALLY fun lesson to have students explore with photography. I can remember when I was little (and, honestly, sometimes nowadays) seeing faces in cars, trees, food (peas have faces and you know it). I thought I was a pretty imaginative kid and only after reading more into Psychology and how we perceive the world did I realize that... everyone does this! Again, "Faces in Things" would be a great mini lesson to get kids thinking about how to see objects and identify expressions. Could be developed into a scavenger hunt of sorts....

But I digress. The real meat of this entry is all about found object ART: creating it, scavenging the supplies, and ultimately (hopefully) creating a successful lesson about assemblage and combination of dissimilar elements to create a unified whole. SO let's get to it!

As an artist, I find the use of found objects and junkyard items to create art can be extremely... time-consuming. I have the good fortune of my aunt and uncle possessing a large car junk yard which also houses snowmobile parts, farm equipment (old and in disrepair), bed springs, YOU NAME IT! I have read and researched from other art teachers that a supply of 'junk' and 'bits and pieces' is always good to have. I can see my future art room now...cluttered to the ceiling with JUNK? No. No no.  Anyway....

I created this piece when I returned to Northern in fall of 2011 for a 'cognate' art class. The class was Physical Structures and the challenge was to create a work of art using 'non-conventional materials' or found objects. Well.. challenge accepted!

Moving the big ol' fish across the yard
Step 1: Seek materials. I should stop right now and thank my uncle for a. letting me pick and choose through components and tear apart Volkswagen fenders, b. teaching me how to safely do so (GLOVES ALWAYS), and c. teaching me how to weld and use a cutting torch. Of all the art teacher skills to have welding is definitely the one that makes me feel the coolest. As a self-proclaimed ridiculous person my art room would have junk sorted into categories. I would have students bring in objects to take apart or to use in their art. I would separate metals from non-metals (for obvious reasons), technical or computer components (easy to find in a college town with reckless residents), foam, cardboard, little trinkets (watch parts, statues, jewelry), nuts and bolts, and pretty much anything else I could get my hands on.

 One artist to feature showed up on my Twitter some time ago. Edouard Martinet - his work is exquisite and shows high quality product:
He has a keen eye for what objects can create what parts of an animal or insect. Also, his pieces are BIG and he lists all the components that make up each animal. I am currently in love with his work. Another artist I have admired since creating Leaping Fish and having my professor tell me all about him is Ritch Branstrom.

Branstrom is a resident of the UP and frequents Marquette to display work and from what I understand to find supplies for artworks. I was lucky enough to meet him at the Michigan Art Education conference this fall in Mackinaw

Step 2: Organization. As stated in step 1, it would be VITAL to me to organize the supplies in this way - in case I needed to narrow down the requirements or expectations for the assignment - and so I would be able to modify for age groups/changes. I would also keep joint components (screws, glue, nails, etc) separated depending on age group and use. I will provide found objects for students in the classroom if need be present. I will also provide binding materials (tape, glue, rubber cement, screws, nails, etc.).

Elements of design that could be utilized and explored: Shape, Form, Space, Texture, Color, Emphasis, Movement.

Barbara Franc
1. Students will check in with their found objects for class credit.
2. Students will begin to take apart their objects and create an inventory of each component. Students will need to find a way to contain their object components for the project duration.
Note: As a found-object sculptor, I find making lists is an excellent way to keep track of available materials. Also, students will have to create a list of the components that make up their sculptures.
3. Students will create concept drawings to plan. Students should address balance, aesthetics, weight, display, and consider their creative choices during this process. 
4. Elaboration of design, as indicated by the planning stage, is important. Three drawings will be required and the student will choose which drawing will be reconstructed. Students do not have to strictly adhere to their drawings. Play and experimentation with form, design, and placement is important.
5. Sculptures should be free-standing and representative of the natural movement/stance of the creature created. As an alternative solution to a base, students can also create mobiles or other forms of kinetic sculptures!

Rusty, Ritch Branstrom, 2011
Note: Components that are not used can be utilized by other students or saved for future projects.

For the moment I will tie this lesson in with my "Nature and Culture" unit plan. Frankly.. this is a direct juxtaposition of the two ideas because we are literally going to create nature with the items from our culture.. I geek out about this kind of thing. I did not have these parameters for my original project but by narrowing down the subject matter I would hope students felt less burdened. On that note - my educational burden continues. Back to reading, animating, revising said animations, and more!

Please consider nominating my blog for the Art of Education Art Ed Blog of the Year!

Back to the books, 

Ms. K

Posted by at

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)