Day centre for the elderly invites school children to share artwork

With the support of Cookham Rise School Community, and art leader Sara O’Mahony, and by invitation of Elizabeth House Day Center, we exhibited the school children’s Art Week project with the local community.

I framed six collaged panels that when viewed in a sequence are the story of the school’s Art Week project. The six framed panels are now used as a learning resource by the school.

You can see the panels in detail here

Sara and I installed these with displays of the children’s beautifully illustrated picture books. These were hung so that they could be read front to back in sequence.

We also managed to hang sculptures, designs and drawings, prints and frottages, and with permission from parents, we displayed photographs of children wearing their costume creations.

It was heartwarming to be part of a project that socially integrated young and old in the community.

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Illustrator In School

This work is a result of Cookham Rise School’s Artweek co-ordinated by Sara O’Mahony and Nicola Rowsell in January 2018.

For Art Week the children were presented with a scenario – the river in Cookham had disappeared and it was their job to get it back.

They could invent superpowers and super-machines. They could choose to become a goodie, a baddie, or both.

Some children created and illustrated their own picture books. They embraced the challenges of developing characters, creating narratives and structuring a story. They worked on roughs before committing to their final picture book.  These stories were inventive, entertaining and all beautifully illustrated.

Other children designed their own super-costumes. Some had great fun making costumes from a variety of scrap materials. These children proudly wore their costumes to the school assembly.

Another group designed super-machines, then worked as teams to build their super-machines from junk modeling and metallic paint.

The children practiced printmaking techniques, frottage (taking rubbings) sculpture, and pure drawing. They had the freedom to play, invent, explore, tell stories, imagine, design and communicate ideas.

Collages of the children’s work were created and framed as six storyboard panels. The panels were designed to read like an open book with text and images working in sequential order to convey a simple story. The story echoes the project and brings the children’s work together as a collaborative ‘book-on-the wall’ that serves as an art and literacy resource for the school.

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