For the last week of this five week cycle of storytelling and art from around the world, we travelled to Russia to hear about the enigmatic Baba Yaga. She is a many-faceted figure, variously seen as a Moon, Death, Winter, Earth Goddess, totemic matriarchal ancestress, female initiator, or archetypal image.
After discussing some of Baba Yaga’s traits: iron teeth, lives in a house that walks around on chicken legs, sails through the sky in a mortar yielding a pestle, the children listened to one of the many tales involving Baba Yaga: Vasilisa the Brave. It exhibits Baba Yaga’s ambiguous nature – scary, yet wise, and the choices of a girl who triumphs through courage and perseverance.
Below is a selection of the wonderful illustrations of Baba Yaga by children on the course. I’m always amazed at the detail, personality and energy of these drawings that the children do without hesitating as they listen to the stories.
Vasilisa’s magic doll by Lily.
Children’s Storytelling and Art Course, Week four. The children were interested in the concept of having two heads after hearing the Indian folktale about a bird with two heads that can’t agree. They drew pictures of themselves with the head of something or someone they would or would not like to be attached to and we discussed story ideas around what it would be like to sleep/go to school/get dressed etc.
Some responses to the story of the birth of Ganesha, and how he got his elephant head.
Some other Gods, Goddesses, and a demon created using an inverted stencil as a starting point.
For Week 3 of the Children’s Art and Writing course, the children listened to three stories from the Dreamtime creation myths of Aboriginal culture: How the kangeroo got her pouch, Barramundi, (how the fish came to be in the waters), and a Kunwinjku Dreamtime Story of the long-necked turtle and the echidna, telling why they live in separate places. The children learnt about animals from Australia they had never heard of such as the wombat and the spiny anteater (echidna). They painted and drew their own images from the stories after looking at examples of aboriginal art for inspiration.
The children learned how every hill, water hole and tree, living creature and natural phenomenon was believed to have come into existence in the Dreamtime. They learned how everything about aboriginal society is inextricably woven with, and connected to, land.
In Esme’s story, the great god Byamee, who had been in disguise as a wombat, goes into a bar to celebrate his discovery of the creature with the kindest heart. The sky spirits speak to each other in secret symbols.
For this five week course, we are sharing stories, poems and art from ancient cultures around the world. This week, we looked at Māori culture and the story of Maui the demi-god who pulls up Te Ika a Maui (known today as the North Island of New Zealand), with his magic fishing hook. The slashes and cuts made by his brothers fighting over the land were said to have created the many mountains and valleys of the North Island today.
After listening to the story and looking at some images of Maori sculpture and art (rich in symbolic pattterns), the children drew some pictures in their books and wrote down some ideas for their own stories, such as imagining what else may have been hooked on the magic fishing hook, and how Maui felt when his brothers refused to take him fishing.
After the break, the children chose one of their drawings to develop into a print. We used styrofoam to etch into, ran the ink over it and printed it – one to take home, and one for their books. They then worked on their own stories. There was no pressure to read them out, but the children enjoyed sharing their ideas and knowledge about myths in general. Most didn’t know much about Maori culture, but lots about the Greek myths, which we agreed to investigate next week. One boy decided to write part two of his story when he got home.
‘Children are remarkable for their intelligence and ardour, for their curiosity, their intolerance of shames, the clarity and ruthlessness of their vision.’
— Aldous Huxley
We began the session drawing faces, practicing on tracing paper before transferring to the styrofoam. The children quickly got the hang of etching into it, creating wonderfully detailed characters.
They were excited about seeing the progression from their drawing to being able to pull multiple prints from their etchings, and were soon confident enough to go straight into etching out their ideas.
Next, the children chose a leaf from a selection collected in the park, and attempted to name the type of tree it was from. They chose from two coloured inks that I had rolled out, printing the leaves in their own designs to create a background.
Onto this background, styrofoam stamps that the children had drawn and carefully cut out were printed to create the finished pictures. Fantastic work!