Talking Points: WWF Campaign “We Can’t Negotiate The Melting Point of Ice”
Explore the videos below to find out about the creation of a WWF campaign.
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A Stop-Motion Made of Ice
“We follow the story of a young polar bear which tries to survive in the increasingly melting Arctic environment. In the film, as in real life, Arctic sea ice is melting quickly “changing the Arctic ecosystems forever, causing destruction around the planet.” This is a stark reminder that world leaders need to act now.
We used an innovative combination of 3D-Printing, Mould-Making, and Ice-sculpting to create 500 unique polar bear ice-sculptures that were then used to create the stop-motion animation. More than 1000 liters of ice were used to create the polar-bear sculptures and environment. The film, which took a year to produce, was created by NOMINT co-founder Yannis Konstantinidis, in collaboration with Marcos Savignano and Jua Braga, with music by Ted Regklis.” – Vimeo
Watch the video below to find out how the animation was created
Questions to Ask Children
What can you see in the animation?
What do you like / dislike about the animation?
How does the animation make you feel?
How successful is the animation in communicating its message?
Would you like to create an animation out of ice? Why?
If you could make an animation with a message about our planet, what would that message be?
That art can help us focus on, and explore, big issues. By looking at the artwork of others, and by making our own artwork, we can feel empowered to explore topics which might otherwise be overwhelming to us.
That by working alongside others on a similar project we can feel a shared sense of purpose. We can feel supported and understood.
That we can bring many disciplines together (including drawing, painting and sculpture) into one artwork.
In this pathway children are enabled to begin to recognise that they are able to make an individual creative response which will be different to that of their peers, but one which comes from the same starting point and share a similar message. They learn that all artwork, however it is made and by whom, will be valued, and that each piece can contribute to a larger shared artwork.
As children progress through the school, they are enabled to use and further develop the knowledge and skills learnt so far, and bring their personal likes, dislikes and experience to a project, working towards being confident creative decision makers.
By using a variety of media and techniques, all children are enabled to explore and succeed.
The projects featured centre around an exploration of global warming and ice worlds, but this pathway can easily be adapted to explore other global issues such as deforestation or weather patterns. Change your source material accordingly.
Try to make sure you leave time at the end of the project for a discussion over the global issue to emerge, based upon the artwork.
If you use this resource in your setting, please tag us on social media: #InspiredBy @accessart (facebook, twitter) @accessart.org.uk (instagram) and share the url. Thank you!
We suggest this pathway is used to replace a “Working in 3 Dimensions” (Blue) Pathway or a “Print, Colour, Collage” (Yellow) Pathway.
It works well in replacement of the Set Design (Year 5 & 6) or Activism (Year 5 & 6) Pathway.
Please note the Modroc Polar Bear activities in this pathway are best suited to more confident teachers who are happy with a higher level of interaction with the work, and more able or experienced pupils.
You may also like to use the activities in this pathway with a smaller group of children in an after school club or community context.
PSHE: Supports Responsibility to the planet, Collaboration, Peer Discussion.
I Can…
I have explored the work of artists who use art as a way of drawing attention to global matters, and I can share my responses with the class.
I can use my sketchbook to record and reflect how the artist’s work makes me feel.
I can use my sketchbook to make drawings, working from still images, videos and from life, demonstrating close looking and drawing. I can use these drawings to inspire my sculpture.
I can make a sculpture of an animal, understanding that by working in 3d my sculpture will be seen from different viewpoints.
I can explore and experiment using “Design through Making”, and I can discover how I can transform and construct with different materials to make my sculpture.
I have seen how my own sculpture can form part of a larger artwork, and how we can all find inspiration in each others’ ideas.
I can explore painting and collaging using colour mixing and different surfaces and see how the materials respond to each other. I can create an environment for my sculpture.
I can present my work as part of a larger artwork, and I can share my response to my own work and also to the work of my peers.
Time
This pathway takes 6 weeks, with an hour per week. Shorten or lengthen the suggested pathway according to time and experience. Follow the stages in green for a shorter pathway or less complex journey.
Materials
Soft B pencils, Charcoal, Acrylic Paint
Construction Materials
For Ice Worlds
Fruit Crates, A variety of paper, Making Tape, PVA glue
The aim of this pathway is to give children the opportunity to understand that art can be used to enable an exploration of important issues which affect us all. Through drawing and making, and through looking at art made by other people, we can build our understanding of the issues involved, and make a creative response to share with others.
Week 1: Introduce
Look and Draw
Introduce pupils to a stop-motion campaign about the effects of melting ice with “Talking Points: A WWF Campaign“. Find out how ice was used to create the animation and discuss the impact of the campaign.
Choose between whether you would like to create sculptures of polar bears or if you would like to make 3d ice world landscapes. For less experienced teachers we would recommend following the Ice World resource.
Week 2/3/4/5
Option 1: Create an Ice World
Begin by introducing pupils to the work of artist Frances Hatch through “Talking Points: Drawn to Antarctica“. Use the questions to prompt discussion and feed into sketchbook and 3d work.
Explore colour, form and texture in a playful way. Working in small groups pupils will create a 3d interpretations of an “Ice Worlds“.
If you have time at the end of week 5, add some of the drawings made of Polar bears in week 1 to the ice worlds.
Once the forms are complete, invite children to cover them in modroc. See “How to Use Modroc” to find practical advice about how to use modroc, or refer to our our recorded Zoom CPD “Exploring Modroc“.
End the pathway by taking time to appreciate the developmental stages and the final outcomes in a clear space.
Depending upon the project option chosen, display the work appropriately including having open sketchbooks. Use the “Crit in the Classroom” resource to help you.
Encourage children to reflect upon all stages of the journey, and reference the artists studied.
If available, children can use tablets or cameras to take photographs of the work.
AccessArt is a truly digital organisation – we have no offices and all team members work remotely. It’s been SO long since we met up in person, and it was fantastic to meet up with the Trustees and the team members who could make it for two days in York.
We reach our 25th year with nearly 23,000 members and over 38,000 subscribers, and the conversation was far reaching, insightful, celebratory and ambitious. We’re excited for the years ahead. If you are already part of our journey thank you, and if not please find out more about how we are celebrating 25 years and join us!
Paula Briggs, Co-founder, CEO & Creative Director AccessArt 2024
CPD Recording: Exploring The World Through Mono Print Pathway
Begin by introducing pupils to the work of artist Frances Hatch through “
