The Raindrop of Alistair McClymont

The inspiration for this project is based on the work of the British sculptor Alistair McClymont. His work is now exhibited at Contemporary Art Museum (CAM) Everything we are capable of seeing

We looked at his work and were impressed how the artist uses a variety of machines to create natural phenomena. McClymont demonstrates the close connection of art and science. His artistic process is unique as he is using machines to create "tornadoes," night-time rainbows, and suspended raindrops in mid-air.

He writes: "My artwork is a continuing process of discovery and experimentation. Each piece follows the last in a continual journey of investigation into cultural and physical phenomena. The work is underlined by a search for what it is to be human. This might be our position in time and space on a grand scale, or singular observations on subjects that fascinate me. Each piece takes a small subject and breaks it down into something understandable and perhaps beautiful."

For our interpretation of the raindrop we decided to create a frozen one.

We filled small balloons with water and a drop or two of liquid color and placed the balloons in the freezer overnight. The next day we cut off the latex, and voila! We have created colorful frozen water drops.  

Alistair McClymont: Raindrop

I took a picture of the machine that allows the water drop to suspend in mid-air

The artist considers the process used to create his works more important than the actual finished product.

The artist took photographs of the raindrop

We created frozen water drops by freezing the water balloons.

We could see the smaller water drops frozen within the large mass of ice.  

We decided to use the frozen water drops to create colorful compositions
Students applied the water colors directly out of the tube and into their water color paper

We used our frozen rain drops in place of a brush to blend the colors

Frozen hands in a action

We discussed the properties of water
Connecting science to art was part of this project

Student comment: " I made a rainbow just like Mr. McClymont."

Creating in the style of Andy Goldsworthy (Part II)

In continuing our exploration of the work of Andy Goldsworthy, the students created projects illustrating the ephemeral quality found in some of his work. The artist often used brightly colored flowers, petals, leaves, pine cones, stones, twigs and mud. 

The students collected a variety of material and created compositions

emphasizing the beauty found in nature. The artist explains why he takes photographs of his projects. 

He writes: "My approach to photograph is kept simple, almost routine. All work good and bad, is documented. I use standard film, a standard lens and no filters. Each work grows, strays,  decays- integral parts of a cycle which the photograph shows its height, marking the moment when the work is most alive. There is an intensity about a work at its peak that I hope is expresses in the image. Process and decay are implicit."  

In following the example of Andy Goldsworth, the students took pictures of their work and gathered all the material from nature in containers for future projects.  

Our nature trail offered a plethora of twigs and gum balls

Students collaborated in finding the desired material for their project.

It was impressive to watch students assisting each other when choosing materials for their design.

Concentrating and paying attention to detail.

Each student was responsible for one set of material; however, they were more than

willing to share with their  fellow artists.

Walking around looking at each other's work and offering constructive criticism.

Student comment: "My butterfly will not be heavy in my photograph."

Learning how to collaborate was an essential part of this project

Accepting the fact that taking turns cleaning our classroom can be creative, too.

Exploring Lines (Part II)

In continuing our exploration of lines, we created compositions using paint, paper, plastiline, and floral wire.
The students were given the choice to create a Two- or a Three-Dimensional work. We observed how we can control the thickness of the lines by using a variety of brushes (thicker or thinner tips). The creation of lines was different when we used plastiline, as it took longer to create the desired lines. The students who decided to use floral wire were challenged with bending the wire in different directions to accomplish a variety of lines.