In the studio, students started with reading descriptions of mythological creatures, without any visual input. Working off of gestural drawings with ink, shapes were now added to complete the monster. This was similar to two earlier assignments, where students connected with each other through making lines or writing their names in a new way, connecting predetermined marks in order to create a pattern of connecting names. Finally poems or short descriptive texts were written to give a personal meaning to the students’ own creations: their own mythological monster drawings—a great start of a new curriculum.
In the studio, students started with reading descriptions of mythological creatures, without any visual input. Working off of gestural drawings with ink, shapes were now added to complete the monster. This was similar to two earlier assignments, where students connected with each other through making lines or writing their names in a new way, connecting predetermined marks in order to create a pattern of connecting names. Finally poems or short descriptive texts were written to give a personal meaning to the students’ own creations: their own mythological monster drawings—a great start of a new curriculum.