When we were all sent home in March of 2020, no one expected to be home for the next 6 months or longer. During that time I felt a lack of connected-ness to my fellow students and other artists. There is a certain buzz that happens when artists are able to work together and among one another. The quarantine made me, and others, search for different ways to feel connected.
During the spring semester, my colleagues and professors and I were connected through virtual meetings and emails. My cohort set-up times to eat lunch “together” in zoom chats once a week. We were able to check in with one another, share work and experiences and feelings about the goings on in the world.
In May, at the end of the semester, what had been a practically constant parade of zoom meetings and virtual conferences stopped. That connection, left to our once monthly department “check-ins”.
In the beginning of June I had expected to start my summer job as an art teacher at Burn Brae Day Camp suburban Philadelphia, but by June 11, the camp had made a (very difficult, but smart) decision not to open for the 2020 season. Our camp was not alone, many others had decided not to open as well.
That left me, and many others, without the connection of other artists.
My graduate program at Moore College of Art and Design requires us to do a summer project. BC (before Corona) I had initially thought that I would work in-person with a small group of students on a student-led collaborative art project. AC, I had to move that project on-line.
I decided the group would meet twice a week for about an hour. during that time we would discuss our ideas and look at any work created between meetings.
I sent out a call for students, middle school age, on Facebook and received 4 responses.
What follows, is the result of 4 students, who did not know each other initially, creating collaborative art on a virtual platform.
During the spring semester, my colleagues and professors and I were connected through virtual meetings and emails. My cohort set-up times to eat lunch “together” in zoom chats once a week. We were able to check in with one another, share work and experiences and feelings about the goings on in the world.
In May, at the end of the semester, what had been a practically constant parade of zoom meetings and virtual conferences stopped. That connection, left to our once monthly department “check-ins”.
In the beginning of June I had expected to start my summer job as an art teacher at Burn Brae Day Camp suburban Philadelphia, but by June 11, the camp had made a (very difficult, but smart) decision not to open for the 2020 season. Our camp was not alone, many others had decided not to open as well.
That left me, and many others, without the connection of other artists.
My graduate program at Moore College of Art and Design requires us to do a summer project. BC (before Corona) I had initially thought that I would work in-person with a small group of students on a student-led collaborative art project. AC, I had to move that project on-line.
I decided the group would meet twice a week for about an hour. during that time we would discuss our ideas and look at any work created between meetings.
I sent out a call for students, middle school age, on Facebook and received 4 responses.
What follows, is the result of 4 students, who did not know each other initially, creating collaborative art on a virtual platform.
Doodle Art
Each student drew a doodle on a piece of notebook paper and added a thought to the text block. Over the course of our 5 weeks each student responded to both the drawings and the thoughts on each doodle to create these pieces.
Group Theme
The group worked together to decide on a theme which was important to them. The theme: “girls can do anything”
Julia S.
Virtual Whiteboard Art
We discovered the “Virtual Whiteboard” feature in Zoom. First play and then collaboration.
Final Project
Process Descriptions
The first “assignment” was an idea that I had to help us to learn to use the tools we have available and to get our art minds working. Each student was asked to make a “doodle” on a piece of notebook paper and then write a thought along with the doodle. The next week each student doodled on another person's doodle and wrote a thought, until all students had “touched” each doodle. Each doodle was uploaded to a google drive folder and students had the choice to either print out the drawing or draw with a computer or phone program. We experienced a few technical issues but the result was 4 collaborative art works.
The next assignment was a themed artwork. I led and recorded the conversation while the participants brainstormed for ideas that they would like to make art about. After they had a significant list of ideas they voted and decided on “girl’s can do anything”. Each artist responded to the theme in their preferred method.
We also discovered the “whiteboard” feature of Zoom. We spent 2 sessions creating art together in real time. These sessions were fun and times of discovery and shared leadership. I participated in the discovery process but stepped back for the “formal” art making.
The final project was entirely student led. The conversation was began with a few simple questions:
What would you like to do?
How will you make it collaborative?
The students brainstormed, I took notes and clarified. They chose to personify or make a character of inanimate objects. They brainstormed ways to add character to an object and process options. It was decided that each student would take 2-3 pictures of different objects and each would choose someone else’s picture to personify.
The next assignment was a themed artwork. I led and recorded the conversation while the participants brainstormed for ideas that they would like to make art about. After they had a significant list of ideas they voted and decided on “girl’s can do anything”. Each artist responded to the theme in their preferred method.
We also discovered the “whiteboard” feature of Zoom. We spent 2 sessions creating art together in real time. These sessions were fun and times of discovery and shared leadership. I participated in the discovery process but stepped back for the “formal” art making.
The final project was entirely student led. The conversation was began with a few simple questions:
What would you like to do?
How will you make it collaborative?
The students brainstormed, I took notes and clarified. They chose to personify or make a character of inanimate objects. They brainstormed ways to add character to an object and process options. It was decided that each student would take 2-3 pictures of different objects and each would choose someone else’s picture to personify.