Exploring the amazingly magical Iceland this week on the Children’s Storytelling and Art Course, where an elf expert is consulted before routing a new road through rock piles that may be elf habitats, and trolls are everywhere in the landscape if you know where to look.
Elf Queen by Bethan
Troll by George
Trolls by Theo
Elf Ship by Iolo
Satlech by George
Ghost Mazes by George and Caius, and poltergist by Paddy.
Travelling back in time to Ancient Greece this week, the children of the Storytelling and Art course heard about the many chimeric creatures that inhabit the myths: Minotaur, Satyr, Harpy, Sphinx, and Chimera. Inspired, they created their own hybrid monsters, cutting up old magazines to produce these fantastic collages.
Some stunning paintings made in response to two stories from Africa today on the Children’s Art and Storytelling course that I am running at Llanover Hall Arts Centre. ‘Why the Sun and Moon Live in the Sky’ – a Nigerian folktale, and ‘The Lion’s Whisker’ – an Ethiopian Folktale.
Elements by Jim age 9
African landscape by Paddy, age 9
Camouflaged Lion by Iolo, age 6
Sun by Paddy, age 9
Witch Doctor by George, age 7
Witch Doctor Dance by Jim, age 9
Elements II by Jim age 9
African Landscape By George, age 7
Lion, by George; Winged Lion with Horn by Paddy, Mask by Paddy, Compound of Sun and Moon for the Water by George, Sun and Water by Iolo.
Here are some of my favourite art works by children I have been working with over the past months. They have been responding to old folk stories from many cultures.
The Lady of the Lake (Wales)
Maui’s Magic Fishing Hook (Maori)
The Fox Maiden (Korea)
Guardian Totems (Korea)
Baba Yaga (Russia)
Blodeuwedd and Twm Carnabwth (Wales)
Aztec Gods (Mexico)
The Bird with Two Heads, and Ganesha (India)
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.