1. What is the term used to describe Richard Long’s art?

2. What materials does he use?

3. Where does he make his sculptures?

The students got the main points and ideas about Long’s work correct which is what I was hoping for. I explained that after Easter we would be going on another trip but making art similar to Long’s.

Afterwards I asked any students who had not finished their mono prints to do so.

We rearranged the ideas board with the most recent work done by the students to keep it fresh. his will also be the first thing they see when they return from their Easter holidays which will hopefully inspire them and help them to get back into the project with more ease.

The mono prints have a very sketch-like quality which, I believe, lends itself well to the theme of the field trip and drawing out of doors.

This is how this particular mono print came out. The student worked from her original drawing made on the field trip.

The cardboard prints gave some great abstract works. The shapes are interesting. I also thought the way each student took a completely different approach to the cardboard printing was very interesting.

These are some original drawings made on the field trip. They both depict the same scene however one student has used oil pastel and the other Biro. They have both shown a huge level of detail in their drawings. It is interesting to see these side by side since one deals with colour and the other purely with the forms. Working on the field trip in this way allowed us to gather a rich variety of data.

Once again, two completely different drawings of bridges.

The students worked from these drawings and from photographs taken by the students to make their prints.

The mono prints proved to be very popular with the students. The instant satisfaction allowed them to enjoy their work immediately! This student worked from an image of a bicycle taken just outside the school.

Here we can see a variety of textures.

The cardboard prints could not give the students the same level of detail they had in their drawings and so pushed their work in a more abstract direction.

This student got the image of the crane in her print. She worked from her original field trip drawing.

This student found it difficult to get the swan detail in her print although you can certainly get a sense of some bird-like shapes in the print.

This silhouette proved to be quite an interesting and successful print.

Bold and strong images worked best for the cardboard printing.

Some of the answers were as follows:
“All the graffitie on the bridge, and the swans on the river.”
“I would like to go on the bridge and draw the view off it.”

“The walls and the different colour righting and the view was lovely you could see everything.”
“I would like to do it again sometime it was lovely.”

“How the building were place and all the water and swans were surarounded the building.”
“I would like to explore more about the nature or the building.”

“I found the buildings and the designs on the walls very interesting.”
“I would like to explore the nature of it.”

“I really was interested when we went on there the bridge, there were a lot of words written in all shapes that was amazing.”
“I wan to go throu that tonal of trees it would be very nice.”

“I thought, when you looked across the water and saw all the buildings on the water front, the graffiti and the trees next to the river were very interesting.”
“The long walkway just past the bridge. I would love to go back and sketch it.”
Later in that lesson I got the girls to stick up their work and we had a discussion about our findings and the work made by the students.
The students took it in turns to write the questions and answers on the sheet. They enjoyed doing this and all wanted to have a go, although it was very time consuming as all the students wrote very slowly as, I believe, they wanted the writing to be very neat and tidy!

This is how the ideas wall is looking so far.

The class was split into two groups;

1. Structures

2. Textures

Unfortunately we only had two sheets of glass in this lesson but I have some more for the next class so there will not be as much delay.

A Line Made by Walking, Richard Long.

Earthquake Circle, 1991, Richard Long

Stone Line, 1980, Richard Long

Walking and Marking, Richard Long

Africa Footprints, 1986, Richard Long