3D Paper Construction (14yrs)

This project took place in Japan with my 3rd Yr group. Until this point the projects I had taught had been very methodically taught, step by step and fairly prescriptive in order to achieve the outcome. According to my experiences whilst training in the UK, students in this age group can be capable of generating and researching material for their own ideas. Also for this year group a certain amount of technical ability regarding 3D construction work can be expected as most students will meet 3D processes in CDT (craft design and technology), Maths and Home Economics.
When I began this project in Japan I wondered how the students would cope with having more freedom and whether I could encourage them to think first, research, design and then make. The reason I wanted to do this is because I had witnessed too many ‘Do it like this’projects in other Japanese schools which saddened me in the light of the age group.

First Choose
The group were presented with two construction projects;
1. Produce a fantasy mask/hat that describes you and your interests.
2. Produce an animals head using paper to show textures and features.


Procedure
In order to develop awareness about the qualities of paper, all the students produced a paper sample board (see photo) to explore paper in terms of creating textured surfaces. At this time I also showed some basic construction techniques such as scoring, making nets and tabbing (glue tabs).

From here the group divided and began their projects. As the projects progressed, I encountered gaps in the students ability. I was surprised at first that design skills, idea sketches etc and research were so difficult. Despite having a library and Internet access, physically getting the students to find reference material and use it, took longer than it should have. Similarly they found it difficult to solving construction problems. Because of their age I did not want to ‘spoon feed’ every step. I really wanted them to find their own methods and try out different ideas.
Another aspect that was difficult for the Hat /Mask group was identifying themselves. They didn't seem to be able think symbolically about what represented their interests. The discussion amongst them was almost silent. Getting feedback took a lot of time. It was also very hard to move the girls away from cute, pretty and anime style images. As I mentioned before characterisation is rampant in Japanese youth culture, as is cuteness. The final pieces (see photos) show this effect. I doubt that UK students work would include so many of these elements.

The second project had more boundaries than the first. There was no opening for characterisation as the references came from real animal photos. Similarly the limitation to white paper and card also eliminated pop colour schemes. With respect to the sample sheet produced at the beginning, these student quickly noticed its relevance when faced with recreating fur, fleece, skin and hair.

As a teacher this project taught me about the importance of knowing students previous learning experiences. On reflection I can see where the holes are in this scheme of work. If I were to teach the Hat project again I would tighten the brief. However the tightening would depend on the country.

In Japan the students would need an additional project somewhere in their art programme that specifically examines Self. In the UK, I would limit the materials to white card and paper and so the students would be forced to use texture and shadow more. I can not gauge this, but the perhaps the form onto which the hat or mask was built could be limited so that more time can be spent on the expression of self rather than the hat shape itself. This I realise is not ideal as it alters the expression to a form of decoration in some ways.