Meeting a Little Artist of Trains
Objective:
What are the core emotions experienced during making pictures? How is skill built-in repetition? How has Making opened a new world of inquiry and knowledge in the child?
Notes on Preparation:
1) What do you see in your older pictures that are different from your latest ones?
2) How do you think has this change happened? Did you progressively work on it?
3) How do you feel when you draw?
4) What steps do you follow to draw your locomotives? How have you built a technique?
5) How do you gauge your own drawings as good/ bad?
6) What other areas of knowledge have you built with this passion?
7) How is this different from school subjects?
8) How do you feel about feedback about your pictures?
9) Why did you choose trains and not some other object or thing?
10) Would you part with your pictures?
2) How do you think has this change happened? Did you progressively work on it?
3) How do you feel when you draw?
4) What steps do you follow to draw your locomotives? How have you built a technique?
5) How do you gauge your own drawings as good/ bad?
6) What other areas of knowledge have you built with this passion?
7) How is this different from school subjects?
8) How do you feel about feedback about your pictures?
9) Why did you choose trains and not some other object or thing?
10) Would you part with your pictures?
Discussion:
Sacchu is 10 years old and has been drawing trains for the past 3 years. In the past few years, he has been creating 'better pictures' (a word that he used to describe his own work). He has used/ devised various self-improvement techniques without any formal art training.
His introduction to trains which started with toy sets of Thomas & Friends has assumed insatiable proportions, now he visits railway stations every week, travels in train engines, visits rail museums and creates videos about various locomotives for his own Youtube page. He has in time gathered immense information about trains and many other details surrounding locomotives. But in an education system that places importance to only assessable knowledge, the immense wealth of information in this child will only be used as a project/ assignment/or hobby space. My discussion with Satchu was to understand the varied emotions he feels around making art and connections to the real world he is able to draw from his passion.
Sacchu is 10 years old and has been drawing trains for the past 3 years. In the past few years, he has been creating 'better pictures' (a word that he used to describe his own work). He has used/ devised various self-improvement techniques without any formal art training.
His introduction to trains which started with toy sets of Thomas & Friends has assumed insatiable proportions, now he visits railway stations every week, travels in train engines, visits rail museums and creates videos about various locomotives for his own Youtube page. He has in time gathered immense information about trains and many other details surrounding locomotives. But in an education system that places importance to only assessable knowledge, the immense wealth of information in this child will only be used as a project/ assignment/or hobby space. My discussion with Satchu was to understand the varied emotions he feels around making art and connections to the real world he is able to draw from his passion.
Action: I created a little technique where I laid out all of Sacchu's work as exhibits. I asked him to walk around and record his memories of the picture. The visual cards approach did not work with Satchu, he seemed to want to dive right into the conversation, so that's exactly what we did. We went through all his work as we spoke.
Watch excerpts of my interview here:
Documentation: Video interview, Photographs, Notes
Methodology: Mixtape for immersion & REFLECT for preparation and objective setting.
Methodology: Mixtape for immersion & REFLECT for preparation and objective setting.
Date of Interview: 24th February 2018
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