![]() King obliged, adhering the comically long strands of tape to the wall. Some students reveled in this process, giggling to their friends about making the artist pull the tape to the extent of his wingspan. He kept the eager students involved in the process, asking them to help him rip the tape once it was to a satisfactory length for the importance of the event. King began plotting out the piece on the wall with bright orange tape. He began in the same way at first, polling the class on important moments in their lives.Įvery single hand in the room shot up with every single voice begged the artist to call on them. King decided on a different approach for this age group. The first and second graders roared into the classroom, still brimming with energy after P.E. KERA Aaron, 8, watches as another student pulls the tape to their desired length. She follows a number of street artists on Instagram, and draws inspiration from them whenever she makes her own art.Įveryone makes art at their own pace, by their own rules. ![]() She was quick to finish her list and diagram, focusing more time on the graffiti-inspired signature she drew on the bottom of the page. Life, she said, is always “balanced between good and bad.” One of the teenagers, Angela, appreciated the opportunity to reflect on her experiences. ![]() The point of the class, according to the artist, was to make the students reflect on seminal experiences in their life and create a visible representation of how the trajectory of their timeline changed due to certain events. The concept seemed to stick better with the teens than it did with the younger students. These students engaged with the concept to a greater degree at the start of the class, and King was more willing in turn to coax information out of the kids, calling on those who didn't raise their hands. The second group to give it a go were sixth, seventh and eighth graders. Longer lines are meant to represent more important life moments, shorter lines the more mundane. After writing down a number of seminal life experiences, participants are asked to represent these moments in a web of interconnected lines. KERA The teen class stands at the ends of their individual lines, which represent a significant point in their life "changed directions".Īll of the students were participating in what King refers to as "the Line Project," an art exercise that asks participants to reflect on their lives and draw out their own timelines. We all sometimes have problems getting started. Some, though, were “too cool” to interact with the project. As the adults came down to their level, several of the students seemed far more eager to discuss their life experiences. ![]() Then they sat down at each of the student tables. King and the other instructors waited a few minutes. The birth of a younger sibling, the loss of a beloved pet. Say something about any meaningful point in your life, King asked. Watching them create artwork of their own revealed themes about the creative process that all of us can relate to.įirst up for these fourth graders? Making a list of important moments in their lives, then drawing out timelines. Over two days, students of different grade levels will file into the classroom. And Joshua King, the co-founder of Dallas arts group Aurora, is leading art classes. The kids are here for the center’s summer camp. Others snuck glances at the kids playing four-square just outside the window at Jubilee Park Community Center. Some of the fourth and fifth graders stared blankly at the sheets of graph paper set in front of them.
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