it is the aesthetics that motivated the mainly. But there is no fear: whatever the reason for the initiation of the activity, if it has the means to develop, it will invest all areas. Sometimes to the surprise of the teacher who could not have do myhomework
She had been seduced by the Congress Exhibition. She wanted her class in turn become “class-artist”. She wanted to provide this opportunity to its students. However, she was too freedom-loving to pressure them to achieve this result.
In fact, if their works have been subsequently so successful in exhibitions and if they were the most reproduced in the magazine “The children’s art” (1), it is because they had received upper atmosphere of freedom. Never mistress has provided theme. She never made a suggestion. What interested prodigiously was to see what could happen if she was content to be a catalyst.
She was concerned above all to open big space and time. And welcome wide. She began serving children. She gave only advice: “Before passing a color next to another, it is expected that the above is dry.” One might be surprised.
But I realized a survey of 380 children in the Rennes area to find out what was good for them. I presented them a hundred works of which they had to choose the five best and five more “ugly”. And at the end, I realized that for them, the beautiful, that was what was clean, tidy … and asked a lot of time.
But by chance, without knowing it, she placed in children’s success criteria. She had only one requirement: “When we used a red brush, it is put back in the red pot.” She had a great organizational concern. She insisted that the paintings are always clean and prepared with care.
It offered a very wide range of colors (fifty). She harvested from old albums to offer a wide variety of formats and large sheets of brown paper for collective paintings. Each child had before him four colored ballpoint pens. After several years, she had obtained from the municipality, two large tables with drawers where was stored material.
Student records were stored on long windowsills, properly used The workshop was constantly up to the high-class background and girls are also accessed during free time: recreation in the morning, the afternoon and time post-canteen. Time is much to do. It was a multi-course class C.P.- C.E.1.- C.E.2. which survived for twenty-three years. When arriving at C.P small, they were immediately placed in an atmosphere of creativity and investing in their turn.
They had time to grope long before reaching their turn to mastery. An important, and perhaps decisive display. The teacher cared much exposure works. She cared above all the freedom open big field.
It does not favored pioneer. Beside works, it would place a wide variety of other original shapes. Thus, girls were not trying to please the teacher because they did not know what she loved. And she loved above all, it was their freedom.
In fact, the kids did not care to be exposed. What mattered to them was the new work to achieve. Once a minimum of good conditions were met, it worked. Also, the “artists classes” were not lacking in France. The children were beneficiaries.
Relaxation, balance and … regulations of psychological problems in symbolic form. This happened even in classes that were not going that far – often by organizational failure of the master -. However, it was enough that the design has an important place in the activities for which these phenomena occur. Often, moreover, without any aesthetic concern. Subsequently, many children have become sensitive to art because they were in the game.
How to think of an arts education if, at any time, children were involved in their expression? What emerges from this adventure “artistic” is that, in this area as in others, children have potentials that can be achieved if teachers have desires. But how do they acquire? How to convince of the need for artistic expression?
And how to organize after school activities for the children to discover successively areas that might suit them and which could enable them to be recognized and to find their place? While opening their fields pleasures of living, it would help them form a balanced personality that would promote learning. There are not learning to do.
Just as the roads are open largements widely available. As a sculptor who remains locked in the Venus block its superfluous marble, the time, the group and freedom shall adjust the environment enough so that through his achievements, the child carries. Jeannette and Paul Le Bohec. 35520 La Meziere. Defense of school spirit Yes, there is a school spirit within our Modern School.
There is a school spirit in all classes that have reached a certain artistic maturity, and that of J. Bohec especially. All Artworks Tregastel are characteristic of a technique, a layout, a choice of themes, a palette, an atmosphere of delicacy and purity which is like a childhood scent.
If you enter the details of the technique itself, it is easy to meet typical data – a rebellious online, always voluble in its decorative developments almost always reformed loops, rich spontaneity that dominates the primary technique to achieve a full lyrical favors ingenuity. It is an art deployed to remove the stiffness simple line, give it lightness and flexibility.
It is an evocative world splendors of tissue under the microscope look fantastic, a universe of things where the delicacy and subtlety have a secret language. There is no end to discover the wealth of these creations made by means of such modest, application and embroidery thoroughness, a feminine sensibility, flush a genesis of power and a first through unbeatable. – the color that accompanies these works is always calculated he seems to let his greater chance of expression to the line, it fits with the game of pen or brush very texture of embroidery, or that it offers the warmth of a uniform background or solid areas came as colorful beads in the meticulous work of the goldsmith (see Art Childish March-April 1964). “The themes, says Jeannette The Bohec vary little and are repeated during the season.” That’s right if we stick to the simple matter of inspiration: the birds, the flowers, the trees, the houses, the heroes of childish legends of all countries and all climates, according to round seasons.
But it is in the infinite details that lavishes a verve that is never short of invention, ordering, singles, offers a thousand ways to honor the sensitivity, irony, tenderness. We should say to the poem eg exhuberence calculated scalps over round faces and flat and impersonal dominating small slender body dolls in a rudimentary anatomy. This is a kind of bias figuration like the figures in Egyptian profile or the gods of the African bush.
Trees have ordered leaves contained, leaving the eye pleased to see everything, even in the heart of the forest. Butterflies and flowers are part of a symmetry blameless as roses Gothic cathedrals. There is in all these creations a sense if total perfection, so subtle responsibility that the technique gives way to these imponderables are spiritual way to make a bouquet, offering a tireless couor who always has to give.
Yes, there is a school spirit Tregastel. he could for the analysis show there is for each of our artists classes intrinsic qualities, both technically and culturally customize the creations of a class dedicated to the free drawing. “Elise Freinet. extracted project BEM (Library of Modern School) February 1964 http://www.icem-freinet.fr/archives/ne/ne/74/dossier74-pdf.pdf