A chemist or physicist might say that snow is just one of water’s different modes (besides ice, fog, rain or hailstone) - that there is nothing really mystical about it. But for me a winter landscape can be magical… Being too rational one might not mention how this, apparently colourless, material glitters, reflects soft spectre of nuances and shades, and invites hands with its downy surface. Experiencing snow can involve all our senses, and “turn on” our imagination and playful attitude: sledging, skating, play with snowballs, making caves… and snow angles.
This clean white substance with its aesthetic values appeals to our feelings about the atmosphere. Wrapping everything in its soft coat, snow deforms geometric forms on ground, and through contrasting makes icicles seem even sharper. Sometimes the experience of winter landscape can fill one with feelings of harmony, when experienced on a windless day, other times it is all about dramatics. One of my colleagues is studying poetic and aesthetic sides of winter landscape atmospheres (http://labadinia.wordpress.com/).
I see snow as a fantastic three dimensional material for play. Even thought sometimes too old and crunchy, the snow is usually plastic, easy to shape, and best of all, it comes in large quanta. Since it always comes in the same colour, sculpturing in it demands more attention to the forms; Since colours have strong symbolic effect, being able to use colours can rob one for possibility to pay attention to details on form or surface (for example one can make a red ball and call it an apple, but without colour he will have to work much harder to define the form, so it wouldn’t look like a plum or a peach). I believe that one way of “pushing” my students in developing their creativity is letting them deal with limited number of “formal aesthetical effects”.
I believe that it is important that my students, experience lot of play and fun during their studying to be kindergarten teachers, in order to continue playing with their future 0-5 years old students. I’ve found some images from a lesson in arts and crafts couple of years ago, where the assignment was to play and sculpture in snow.
This clean white substance with its aesthetic values appeals to our feelings about the atmosphere. Wrapping everything in its soft coat, snow deforms geometric forms on ground, and through contrasting makes icicles seem even sharper. Sometimes the experience of winter landscape can fill one with feelings of harmony, when experienced on a windless day, other times it is all about dramatics. One of my colleagues is studying poetic and aesthetic sides of winter landscape atmospheres (http://labadinia.wordpress.com/).
I see snow as a fantastic three dimensional material for play. Even thought sometimes too old and crunchy, the snow is usually plastic, easy to shape, and best of all, it comes in large quanta. Since it always comes in the same colour, sculpturing in it demands more attention to the forms; Since colours have strong symbolic effect, being able to use colours can rob one for possibility to pay attention to details on form or surface (for example one can make a red ball and call it an apple, but without colour he will have to work much harder to define the form, so it wouldn’t look like a plum or a peach). I believe that one way of “pushing” my students in developing their creativity is letting them deal with limited number of “formal aesthetical effects”.
I believe that it is important that my students, experience lot of play and fun during their studying to be kindergarten teachers, in order to continue playing with their future 0-5 years old students. I’ve found some images from a lesson in arts and crafts couple of years ago, where the assignment was to play and sculpture in snow.
One of the student groups made a bear sculpture. Later one, they did some individual work, and one of the students (Kari Nustad) made a beautiful bear sculpture in clay. http://karinus.stud.hive.no/Forming/
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