Summer Session: Part III (The finale!)

We know that for preschool, art is more about the process than the product. We know that...but we were still very excited about how the final products of our summer session turned out. (Feel free to scroll down for pictures first and then come back and read the next paragraph...) I think beginning a project with no expectations about the final product was quite liberating. It built suspense for us as teachers and kept us engaged with the children rather than pushing towards an established goal.

Once the students had completed all of their hard work and had given Miss Maria and I instructions on how to hang their installation pieces, the only thing left to do was install them. Because the process was so important and interesting, we took the time to mat many images of students working on their projects. We also matted and labeled all of their prototypes and practice drawings. We displayed the photos and artwork in chronological order along with panels of text explaining the process each group went through. This way, visitors could really get a sense of how students arrived at their final pieces.

Here is how everything turned out:

 

These are the fantastic finished pieces from Maria's group. They activate a space that is often used only as a pass-through. They also draw your eye up to the bridge and the elevator shaft. Considering this group's concept stemmed from the idea of the elevator shaft as Rapunzel's tower, their tall drawings make perfect sense in the space.

The accompanying display panels document the artists' process

Here is the finished piece from my group. Again, the work really activates the space. This triangle-shaped space between the columns is usually a void. Here, it is filled with color and light, just as the students had hoped.  

Photos document student work

Some prototypes on clear plastic sheeting

To get a better sense of the space (especially the twinkling lights), here are a couple of videos. 

Overall, this experience was enlightening and inspiring. Working on open-ended lessons can be challenging. Maria and I found ourselves feeling unsettled walking into the classroom without a defined plan. We also had to act quickly to gather supplies or make do with what we had. However, witnessing the creativity, intelligence and thoughtfulness in students was more than worth it. We also think the students felt more empowered and respected throughout this process. It seemed natural for them to work this way. Students are such good teachers, aren't they?

We're looking forward to adapting some of these techniques for our fall sessions (which are right around the corner...) so stay tuned.

If you missed Part I or Part II, click here to catch up.