Now I’m going to enjoy the process of naming these studio colours. I will use the same method as P2 and refer to words I’ve gathered around the “whats, wheres and whens” of the objects photographed.
The joys of artists’ paints catalogue pages.
I’m interested in the fact that many of the colours are named in association with the materials from which they were, or at least originally were, derived.
This is what leads me to ask P2 if we can collect words, factual information, in response to the where, what, when questions about the origins of the colours we select.
I showed them my older son’s paint box and we set about finding the equivalent colours – to fill a paintbox each, respectively searching the classroom and studio, but only looking at man-made objects.
and the beautiful colour-names sheet.
visual descriptions
verbal descriptions
A NEW PHASE
of the project begins and we, P2, Miss White and I, set out in our joint investigation into
LOOKING AND SEEING
No internet connection for me today – so it’s back to the good old fashioned landline!
While I wait here and there I type up what is happening …
Miss White repeats what I’m saying to P2 as the speaker just doesn’t carry round the whole classroom and I can hear bits and pieces in reply from P2, with Miss White relaying here as well. So I have to consider my words carefully and we focus on doing today rather than our usual emphasis on dialogue.
We remind ourselves of our project word – residue. Lola describes it as “a stain” and Sam “when people use stuff and there’s something left over” – wonderful definitions P2.
I describe what I’m looking at over the phone, the different marks, colours and textures made on paper by P2, attributed to the likes of brown moss, green moss, a big stone, a yellow stone, pink wool, a red berry, blue paper, a long stick, mud, dirt … (Miss White posted me P2s’ work so I could photograph it and return of course!) They really are wonderful Small Journey Residue drawings P2.
P2 remembered going on their small journey, collecting small objects and then as Lewis (Thom) described “rubbing” each on the paper, leaving residue.
I had posted P2 a mystery parcel. Residue from an activity I have been involved in Monday and Tuesday past this week. Miss White described the buzz in the class room as they investigate the parcel. I ask “What have I been doing to leave this residue?” Faith says “it’s left over food” and Ellie says “ You have been eating and cooking.”
We go about recording the residue from the content of the parcel – residue of residue!
One week later, and while surfing the surfaces with the webcam I notice some of the residue colouring has faded. The acid green of the fennel in particular has changed. The page has been sitting in bright day light on the studio table.
The groups and I again set out simultaneously, on exactly the same small journey, both at Ballydown and on Rathlin. As before, we only collected samples of material which were within reach from our specific pre-plotted paths. This time however, we would respond differently to the idea of journey-residue when we came back inside. See images below
Small Journey Residue – Journey 3
We all took 15 seconds to really focus, in silence, upon our whiteboard images from last week’s strained-journey-residue.
We then made visual representations on paper from memory. I’m interested in exploring the idea of memory residue.
for images see
In response to the web cam images P2 had taken in week one of the project I too strove to take an image which was not about documentation but rather about capturing some element of the subject – some remnant left behind.
P2 had been moving the web cam and achieved wonderful imagery – see their post for week one. Mine is below.
