I was invited by one of the GSAs from Illustration, Rory to co-teach an introductory mural workshop (as part of a series) for graduate diploma. It would be on a sign-up basis with the end goal of picking 2 students to create murals for the summer show. Rory has experience in the area so would talk about process and I would give the workshop context through further research and my own experience. The course leader specifically wanted us to discuss enlargement processes we’d used to create a murals from smaller images. The theme was ‘Be Here Now’ so images should be about togetherness, community and living in the moment.
We wanted to explain mural painting is different from simply, painting. Murals come from pre-approved designs and have to match the original. Also, with this enlargement comes interesting new shapes as the imperfections of the lines are magnified. For example, if you enlarge an a4 pencil drawing to the size of a billboard your outline gathers irregularities – it is not only enlarging where the pencil hits the page but also where it doesn’t.
Students would brainstorm a series of 10, 5cm drawings then choose one to enlarge to a4 by drawing a grid over it, then draw a scaled-up grid on an a4 sheet. They would then use the lines to measure and redraw the image a4 sized. We would return after lunch and create an a1 version using the same scaling up process. In addition, we would give a lecture, myself concentrating on theme and Rory on process.
The first task went well but some students definitely missed the theme. Onto the first enlargement and things clearly started to go array. I demonstrated how to grid the smaller image and then the a4 and Rory did the same to smaller groups. However, despite further individual demonstrations many students just drew an estimated version of the image with no grid and the accuracy was lost.
After lunch the next task was to paint an a1 image accurately enlarged from the a4. We demonstrated the process again with extra attention to detail. I asked if anyone had any questions to which everyone said no. Nonetheless as I went round the room people where again, starting to draw freehand. I intervened with those I could see and repeatedly but politely explained how they’d missed the point. We continued to point out inaccuracies when we saw them but overall, the students just continued to just make new, improvisational paintings. Although there was some great work the technical element of the workshop was completely lost as students continually ignored guidance.
In the plenary myself and Rory congratulated students on their great images but directly pointed out their inaccuracies. Again, pointing out in a professional context the discrepancies between their original design to their larger outcomes would be problematic.
On reflection we agreed more technical instructions was needed. We should either include clear step by step diagrammatic instructions or pre-gridded paper to ensure more accuracy. A difficulty in teaching this class is their understanding as an all-international group is hard to predict. Overall, the scaffolding of the lesson needed reinforcing. I definitely learnt never to assume a task no matter how simple is straight forward in practice.