2. Rob Ryan
Learning Objectives:
To be able to use paper and card to compose an art work.
To be able to use a favourite poem, quotation or lyric and pair it up with a visual representation.
Teacher's Notes:
This papercut is by Cypriot born artist Rob Ryan (1962). Ryan is well known for his papercut and screen print works of patterns and simple figures accompanied by pieces of writing.
This image has been handcut using a scalpel in order to create very intricate but simple shapes, figures and designs. Tone is represented by leaving behind larger flatter surfaces. The shapes in this work are physically linked to ensure that the papercut holds together.
The papercut itself is also presented against a
different plane coloured sheet of paper for contrast. The message is inteded to be humorous while the figures and objects are portrayed in a very fanciful way.
The artwork demonstrates how words can drive and complete
a piece of artwork and how being an artist can be analogized with being a writer. Also, it shows children how favourite quotes, lyrics and poems can be used to inspire artworks.
Small Brain, 2012
Key Questions:
What's on the picture
1. While children are sitting on the carpet, divide the class into pairs and label children in pairs A and B. Ask the Bs to close their eyes and As to describe the picture to Bs. This activity could then be used to support children to answer the following question, 'How would you describe this picture to someone who could not see it?'
2. What title would you give this picture? What made you decide on that title?
Thinking within the picture
3. Why do you think that the artist has used paper to compose this picture?
Making connections outside the picture
4. How is what is shown in this picture different from the real world?
Key Vocabulary:
*Papercut * Pattern * Intricate * Flat Surface * Borders *Simplicity * Font * Backing Material * Monochrome * Snip * Cut * Paper Punches * Decorative Scissors * Single Hole Punch*
The Lesson as Part of a Sequence:
This session builds on lesson 1 as it shifts from finding words to using whole sentences and from employing strong and adaptable mediums to using one fragile and fixed medium. Also, this lesson gives children the opportunity to not only be creative with the way they represent their image but also the text; children can experiment with both font and size. Thus, they can begin to explore how text can interact with images. Children should recognise that text can become an artwork in itself.
In this lesson the teacher can share a favourite phrase with the children and explain their thinking behind how they might convey their ideas using paper and card. The teacher will then model the processes required in papercutting and more particularly how scissors can be used to make cuts on the outside and inside of their picture.
Children should carry out this activity independently. It is also important to remind children not to snip away too much of the paper unless they feel confident to do so, as paper and card are extremely fragile. At the end of the lesson children can stick their papercut onto a backing material to ensure that it is secure.
Children with EAL can use poems, quotations or lyrics written in their own language, so that they can build on ideas that they are familiar with. Children with SEN/D can use easi-grip scissors, dual control training scissors, push-down table scissors and self opening scissors or giving them shapes that are already cut out.
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