Abilmete Roma 2016 nell'Atelier delle tecniche decorative dedicato alla Pasqua e alla Primavera. I corsi e le dimostrazioni, le decorazioni per la tavola, i segnaposto, le ghirlande, i centrotavola e i bijoux con fiori di carta dipinti a mano di Alessandra Fabre Repetto
This is a Grade 11 project inspired by the work of one of my all-time favourite artists, Andy Goldsworthy. From Wikipedia: Andy Goldsworthy, is a British sculptor, photographer and environmentalist producing site-specific sculpture and land art situated in natural and urban settings. The materials used in Andy Goldsworthy's art often include brightly-coloured flowers, icicles, leaves, mud, pinecones, snow, stone, twigs, and thorns. For his ephemeral outdoor works, Goldsworthy often uses only his bare hands, teeth, and found tools to prepare and arrange the materials. "I enjoy the freedom of just using my hands and "found" tools--a sharp stone, the quill of a feather, thorns. I take the opportunities each day offers: if it is snowing, I work with snow, at leaf-fall it will be with leaves; a blown-over tree becomes a source of twigs and branches. I stop at a place or pick up a material because I feel that there is something to be discovered. Here is where I can learn. " Goldsworthy regards his creations as transient, or ephemeral. He photographs each piece once right after he makes it. His goal is to understand nature by directly participating in nature as intimately as he can. "Each work grows, stays, decays – integral parts of a cycle which the photograph shows at its heights, marking the moment when the work is most alive. There is an intensity about a work at its peak that I hope is expressed in the image. Process and decay are implicit." You can see more photos of his work at his website here. Before I begin this project, I show students photos of his work on the whiteboard and then show an excerpt from his stunning DVD entitiled "Rivers and Tides". The video shows Goldsworthy at work, in nature, creating various pieces. Some of the most interesting parts are when his creations 'fail', and he just sighs, sits for a while and then starts all over. It's a great point of discussion for the idea of 'not giving up' and learning how to just simply move on from any setbacks or frustrations. Students were asked to create a work of art, using any media and subject matter, but it needed to incorporate some natural materials. Ideally, you would want to do an outdoor installation and photograph them, but these students needed the work for their portfolios and year end exhibition. Here are some of the results: This student enjoyed drawing portraits. So she created an 'earth, wind, fire and water' type of composition incorporating feathers, raffia, twigs and sand. sketchbook practice from a photo reference This student was working with the idea of Rock 'n' Roll, so she created a pair of Ray Bans out of cardboard, painted them and then collaged pressed flowers she had collected into a landscape-type composition. This student created a stylized portrait using oatmeal for the skin and incorporated leaf prints into the painted hair. She practised leaf printing in her sketchbook ahead of time to work out the right colours. A charming collage she created in her sketchbook using pressed leaves and flowers. Overall, I was impressed with the variety of creative solutions the students came up with in incorporating natural elements into their art work.
Rosan Bosch created the innovative learning environment at the Children's Library in Billund that inspires all age groups to seek knowledge from the child's perspective of imagination, inspiration and wonder.
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A comprehensive guide to ditching fast fashion and building an ethical, conscious closet.
The shimmering replicas of jellyfish may look fanciful but Vancouver Island University biology and art student Emily Rigney makes a serious statement with her sculpture created from shoreline trash. “I live near the Pacific Biological Station and spend a lot of time on the beach. There is so much garbage, it’s astounding,” says Rigney. Rigney, a fourth-year student at VIU, is
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Merve Özaslan's Natural Act collage series exploring nature and humanity
Los rincones o ambientes de experimentación son unos espacios delimitados en la clase. En los que los niños trabajan de manera individual o en pequeños gru
Textiles Reusing textiles has 70x less environmental impact: European study 03 Feb '23 2 min read Pic: Shutterstock Reuse of textiles has 70 times lower impact on environment as compared to producing new clothing, a new life-cycle assessment (LCA) commissioned by the European textile reuse and recycling industry has confirmed. The study revealed that a substantial 3 kg of carbon dioxide (CO2) is saved for each high or medium-quality clothing that is reused.Only a mere 0.01 per cent of the water used to produce new clothing is required for reuse, the study further stated.These results come on the back of the European Union (EU) launching its strategy for sustainable textiles just a few months ago and requirements for member states to start collecting textiles separately by 2025, European Recycling Industries’ Confederation (EuRIC) said in a press release.Reuse of textiles has 70 times lower impact on environment as compared to producing new clothing, a new life-cycle assessment (LCA) commissioned by the European textile reuse and recycling industry has confirmed. The study revealed that a substantial 3 kg of carbon dioxide (CO2) is saved for each high or medium-quality clothing that is reused.While the study confirms waste hierarchy assumptions on the environmental benefits of reuse over recycling, in the case of low-quality clothing, typically entirely composed of polyester, recycling also has comparative environmental benefits when consumers are less likely to purchase second-hand clothing.The study also emphasised recommendations to policymakers, calling for initiatives that accelerate investments in state-of-the-art textile recycling facilities globally. In particular, innovation in fibre-to-fibre recycling will be key to keep textile fibres in the loop as volumes of non-reusable clothing are set to dramatically increase. The study also notes the importance of eco-design criteria that enhance the lifespan of clothing before there is a need for recycling as well as rules that mandate detailed sorting of high or medium-quality and low-quality textiles.“Regrettably, around 62 per cent of used clothing and textiles end up in household waste meaning valuable textiles are likely to be incinerated or landfilled. The European textile reuse and recycling industry envisages a circular textile value chain where every piece of clothing is reused in an optimal way and/or recycled,” said Mariska Boer, president of EuRIC Textiles. “This study endorses the environmental benefits of a global market for textile reuse and recycling’s potential to tackle the rising amounts of low-quality and non-reusable clothing.” Fibre2Fashion News Desk (DP) More Textiles News - Europe...
These hands-on resources and activities for landforms bring learning to life for 2nd graders! The set is packed with fun, standards-based...
Some of the gorgeous and electric backgrounds revealed at the SDCC Rise of the Teenage Mutant Ninja Turtles Panel!
I was asked to explain in greater detail what I mean by inquiry spaces with documentation. The photos that I have attached to this post are from different inquiry spaces within our room and they have a few things in common: ~materials specific for each inquiry are intentionally organized to provoke the students and made available to them for their exploration/investigation ~documentation binders are accessible that hold: students' working theories through dialogues with them, their graphic representations (drawings, paintings, etc.), and photos of their process to make visible our work together ~photos enlarged of key learning moments for students to revisit ~some of their graphic representations of key learning moments are displayed with transcriptions of their thoughts ~clipboards for educators to take anecdotal notes of conversations and observations ~print resources and technology (laptop, iPads) for the children to research further about the inquiry topic ~technology used for documentation (camera, laptop, audio recorder, SMARTboard, iPad, etc.) ~FDELK program document and teacher professional resources to support the directions of the inquiry This is an example of our "Sky Inquiry" space, which included many of our students. It is one of our largest inquiry spaces within the room. Our "Science and Discovery Inquiry" space had multiple inquiries ("A Home for Snails" and "Growth") and used a variety of surfaces. Our "Tree Contest" turned into an inquiry space that investigated the possibility of creating a life-sized forest. Our "Flower Inquiry" space allowed children to observe the life-cycle of fresh bouquets of flowers and how they change. Our "Castle Inquiry" space was sparked by a students' visit to Slovenia and her photos of real castles. I hope that this clarifies what I mean by inquiry spaces! Please let me know if you have any further questions, and I would be happy to answer them! :)
