Sound 3D
In this exercise students visualize sound as abstract 3D forms, which they will create using colored papers.
Materials—
• A variety of papers, of different colors, sizes, and weights
(e.g., tissue paper and cardstock)
• Adhesives such as tape, staples, and paper fasteners
1 Demonstrate different ways to transform paper into 3D forms, by cutting, folding, tearing, bending, twisting, and crumpling.
2 Have students experiment with the available materials for a few minutes. This allows them to gain some experience working with the materials and feel more confident going into the exercise itself.
3 Play two or more examples of music or ambient sound for students to respond to. Have students listen to each piece of music for at least 30 seconds before they begin sculpting. Encourage them to create sculptures that convey the sense of energy and rhythm they hear in the music.
4 When the music ends, encourage students to share what they made and tell each other about their creative decisions. Reflect on the process of working to music as well as the different ways that students represented the sound in visual terms.
Materials—
• A variety of papers, of different colors, sizes, and weights
(e.g., tissue paper and cardstock)
• Adhesives such as tape, staples, and paper fasteners
1 Demonstrate different ways to transform paper into 3D forms, by cutting, folding, tearing, bending, twisting, and crumpling.
2 Have students experiment with the available materials for a few minutes. This allows them to gain some experience working with the materials and feel more confident going into the exercise itself.
3 Play two or more examples of music or ambient sound for students to respond to. Have students listen to each piece of music for at least 30 seconds before they begin sculpting. Encourage them to create sculptures that convey the sense of energy and rhythm they hear in the music.
4 When the music ends, encourage students to share what they made and tell each other about their creative decisions. Reflect on the process of working to music as well as the different ways that students represented the sound in visual terms.
Welcome to mapping collaboration, a toolbox for workshopping and creating across disciplines...
In spite of a long history of interdisciplinary creation, from our earliest recorded arts to our present moment, artistic pedagogy has created divisions between disciplines. This has left artists in a "post-Babel" condition where we don't share the same language and definitions. It’s also encouraged artists to develop practices for devising, creating and composing work that are distinct to their disciplines.
In spite of a long history of interdisciplinary creation, from our earliest recorded arts to our present moment, artistic pedagogy has created divisions between disciplines. This has left artists in a "post-Babel" condition where we don't share the same language and definitions. It’s also encouraged artists to develop practices for devising, creating and composing work that are distinct to their disciplines.
The inspiration for this project came from faculty and students at Simon Fraser University’s School for the Contemporary Arts where BFA, MFA and PhD programs in Dance, Theatre Production and Design, Visual Art, Film, and Music and Sound all work together in studio settings and playfully experiment with processes of art-making.
We wanted to create a database of projects, assignments and theory that we collect inside the studio and from research happening in other places. We are curious about how we collaborate and how structures reoccur, translate and deviate from one discipline to another.
Composition is central to these processes and offers a base for our approaches and experiments. We are excited about what our students are doing and inspired by the new languages in contemporary art and performance we continue to see develop.
︎︎︎select a category above to build assignments, learn more about how artists process ideas across disciplines and to create a collaborative process of your own
︎︎︎these tools are collected and used in workshops and classes; some are resources from artists; some are quotes about art-making and how bodies think and listen; others are ideas to expand and disrupt your own training and processes.
︎︎︎Each idea is intentially short- and not meant to be executed as written, but to be adapted to your own practice and specific project/context. Some may be taken in parts or combined with others to spark new ways of training and making together.
︎︎︎submit your own ideas and tools so we can keep building this site!
︎︎︎select a category above to build assignments, learn more about how artists process ideas across disciplines and to create a collaborative process of your own
︎︎︎these tools are collected and used in workshops and classes; some are resources from artists; some are quotes about art-making and how bodies think and listen; others are ideas to expand and disrupt your own training and processes.
︎︎︎Each idea is intentially short- and not meant to be executed as written, but to be adapted to your own practice and specific project/context. Some may be taken in parts or combined with others to spark new ways of training and making together.
︎︎︎submit your own ideas and tools so we can keep building this site!
