Tag Archives: matisse

StoryFaces — Visual Arts and Mask Workshops

Follow-up a StoryFaces Assembly Program with Classroom Workshops

Christopher’s surprising performance allows him to introduce students to complex educational concepts in an entertaining way in follow-up workshops for grade levels 2 – 12. The unique combination of visual and language arts at the heart of StoryFaces exemplifies using multiple strategies to communicate your story and demonstrates the power of art to convey social information, to retain and synthesize traditional wisdom, and to inspire — making this an ideal vehicle for workshops developing communication, visual storytelling and critical thinking skills. A variety of programs are available including mask design workshops and interdisciplinary programs combining ELA, Visual Arts and Social Studies in which students write stories and apply critical thinking to synthesize these stories into visual mask designs. Programs include:

•  My Amazing StoryFace Workshop  – telling a story through words and art 

•  Designing Symbolic Animal Masks – using symbology to bring ideas to life

•  Create Your Personal Superhero – a motivational mask arts program

and two special programs for Middle and High School:

             •  From Masks to Modern Art – a fascinating art history program 

             •  World Theatre Makeup – for theatre, art and fashion students

Classroom programs can be custom designed  in consultation with art teachers to fit a school’s curriculum goals.

*** Professional development workshop programs also available for teachers ***

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Workshop and Demonstration Programs include:

My Amazing StoryFace Workshop

This activity gives students their own experience in visual storytelling, as they create an original story starring themselves, first through a drawing exercise, and then as a written story meant to be told  — based on one of my original stories (see The Amazing Face Video). For the drawing, students use a special Drawing Form in which they draw a cartoon picture of themselves in the story — just like the image I create in my performance.    Grade Levels: In Elementary schools, grades 2 and up have been able to complete the StoryFace drawing and a simple written story in a single workshop session.  In Middle and High Schools the concept of placing a portrait of yourself into an illustrated story can continue into a visual art project by incorporating other media, digital art, animation, etc. Please see the MyAmazingStoryFace_TeachersGuide  for full information.

Designing Symbolic Animal Masks

This project gives students an experiential understanding of the traditional approach to art in tribal cultures as they apply critical thinking to create an animal mask design using symbols to signify the animal — in a way that even elementary students can understand. This “mask-concept” approach moves the design process away from realism and illustration, into an exploration of communicating through symbolic art and abstraction, and can be a vehicle for creating original mask designs for students with any level of art skills. Grade Levels: Grades 4 and up have been able to complete a pencil sketch design for an Animal Mask in a single session, this design can be the basis for a mask-making project in subsequent art classes. Please see TribalMaskProject_TeachersGuide  for full information.

Creating Your Personal Superhero — Spirit Healing Masks

This is a unique interdisciplinary workshop program I’ve developed to get students to work on using critical thinking to synthesize and communicate information visually, through signs and symbols, in reference to the traditional role in some cultures of Spirit Masks that allow performers in rituals to represent ancestors and other powerful healing spirits that protect the people — kind of like our superhero movies. For Grade Levels 6 and up: To start, I ask each student to identify some social concern they would like to help solve — it can be anything, from the obvious ones such as “ending war” to smaller scale concerns, such as “helping stray dogs”. Next they determine what “powers” they would need as a “healing spirit” to achieve this task, and I present this via the idiom of modern superheroes —i.e., would you need to be able to fly in order to end war all around the world?  The students then choose a color or graphic symbol to represent each of the powers or “attributes” their character has, and they design their Personal Superhero mask using those symbols — this step moves the design beyond an illustrative approach towards symbolism and abstraction, as the mask will communicate information purely through colors and graphics, giving students an experiential understanding of the thinking process that underlies visual arts, including modern art, and also allows any student to make a successful design regardless of their drawing skills. The process can also include a writing assignment —  for example, students can write essays to accompany their designs, in which they describe the social concern, or find media links to examples of this problem, and develop a storyline for how their Personal Superhero/Healing Spirit will solve the problem. Please see SpiritHealingMask_DesignForm

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From Masks to Modern Art — for Middle and High Schools

Picasso/Nuba — a synthesis of a Picasso cubist portrait and a traditional design of the Southeast Nuba of Sudan

Picasso/Nuba — a synthesis of a Picasso cubist portrait and a traditional design of the Southeast Nuba of Sudan

This is a unique and fascinating program giving students a vehicle for understanding the origins of Modern Art by exploring how artists such as Picasso, Matisse and Klee found inspiration in the masks, sculptures and bodyarts of cultures in Africa and Oceania as they sought to create more powerful art forms with greater social impact — what the art historians call “Primitivism in Modern Art”. After viewing African sculptures in the Trocadero Musuem, Paris in 1907, Picasso is reported to have said: “Men had made those masks and other objects for a sacred purpose…At that moment I realized that this is what painting was all about…it’s a form of magic…a way of seizing power…When I came to this realization, I knew I had found my way.”

Art changed at the beginning of the 20th century in large part because these early Modern Artists saw that in traditional cultures art was not confined to being beautiful or decorative, but rather that traditional art and artists played a vital role in maintaining the social fabric of the community — that art could have the power to communicate complex social and political ideas and help make a better world.

Christopher Agostino has also explored this seminal moment in art history through a dramatic series of fine art body paintings: Modern Primitive Art

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World Theatre Makeup — for Theatre, Art and Fashion Students

From the very beginning of human culture we have used makeup and masks to transform our appearance and create a new identity. As ancient ritual evolved into theatre, makeup remained as the way for an actor to present an identity beyond their normal self. It is especially evident in non-western theatre, such as the Chinese Opera or Japanese Kabuki in which fantastically painted faces transform performers into gods, demons, heroes and all kinds of creatures to bring myths to life. Today, traditional designs are a source for creating theatrical magic in productions like Julie Taymor’s Lion King (with makeup based on Maasai body art) and in the fantastic special effects makeup that brings aliens and superheroes to life in Hollywood movies. Christopher Agostino uses makeup and mask art from world cultures to present the story of this fundamental art from ancient origins to modern theatre in this fascinating performance/lecture illustrated by his amazing facepainting on audience volunteers.

The participants from a Transformational Makeup lecture at the U.S. Institute of Theatre Technology Conference (USITT) in Houston, 2008.

The participants from a Transformational Makeup lecture at the U.S. Institute of
Theatre Technology Conference (USITT) in Houston, 2008.

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Transformation Facepainting for Arts-In-Education Events

Our professional company of artists present facepainting in an educational context using styles based on World Masks, Tribal Faces, Native American Totem concepts or cultural traditions from regions around the world, such as Dia De Los Muertes or Amazon Indians. The same artists seen at the Bronx Zoo and Tri-State area events can facepaint students to create a uniquely memorable cultural experience that goes far beyond how much fun they will have. Events can be tied into assembly programs and to specific cultural regions or areas of Social Studies.

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Makeup Artists for School Theatrical Productions

Transformation Facepainting for a school production of the Lion King

Transformation Facepainting for a school production of the Lion King

Our artists are also available to paint the faces of student performers for theatre productions and other special events. Bringing in professional artists is a thrilling experience for a young actor and a great confidence boost that makes a school production extra special.

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Face Painting — Fine Art Images: Learning from “Living Masterpieces”

 

Some of the faces I painted recently on a select group of students who acted as the hosts of their  school’s art show. They wore T-shirts that said “I Am A Living Masterpiece”.

              

 

 

 

Each face is an imitation of a specific painting, or a detail from a painting. It is always a remarkable learning experience for me to get to paint like this.

 

 

To learn more about our programs and performances:  http://www.agostinoarts.com

See my fine art bodypainting at  https://thestorybehindthefaces.com/body-painting/

 

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Why Body Painting? — 4: Radical Act — The essential celebration of our humanity / the ultimate modern art

by Christopher Agostino. 11/29/2011

Traditional Significance: in cultures with profound traditions of bodypainting it is a celebration of the beauty of the human form. Among the Southeast Nuba the most elaborate painting is reserved for the young men in their prime health and youthful vigor. In the highlands of Papua New Guinea the brightly colored body-decoration presents a heightened self-image, an idealized form beyond the individuals’s daily persona.

Primal Transformation: anthropologists now point to the use of symbols and the beginnings of art as the igniting evolutionary spark of modern humanity, the defining impetus of the final great leap from animal to human— we are the symbolic species. And, as likely as not, that first act of art was to paint ourselves.

Radical Theory: to paint a body today is a profound expression of that which makes us human, transcending the boundary of our physical, animal form through the act of making ourselves into art, into the essential celebration of our consciousness — reaching back to our origins through the most traditional of all art forms while startling the modern viewer with the acknowledgement of our naked identity as human animals.

Traditional celebratory bodypainting from Papua New Guinea

Why does a painted, naked body evoke such a response? How can the most ancient of art forms be so surprising today?

I venture to say that a painted, naked body would be more disturbing in effect on an unsuspecting viewer than a body merely naked. A naked body is more readily comprehensible and our reaction more easily determined, or perhaps pre-determined, depending on the brand of morality we bring to the occasion. A fully painted body is less easily definable. It is both naked and clothed, both primitive and civilized—evoking the quality of “disturbing strangeness” as described by Freud, an uncomfortable reaction to “the return of what we have driven back” as we moved from tribal to modern culture. As relayed by Michel Thévoz, Freud was talking about why a member of modern society reacts so strongly, so negatively, to the painted faces of “primitive” people. I think there is an additional element of confusion, an additional uncertainty in how to react, when that unsuspecting modern viewer is confronted by a live example of full fine art bodypainting, because in addition to an apparent return to the primitive (a naked painted body) there is also the apparent elevation to higher culture (as that body has become art).

To continue in an overreaching, radical vein, I can make the argument that bodypainting is today an art form which is capable of fulfilling the quest of the artists 100 years ago who threw out the academic conventions to create “Modern Art” in order to re-establish the ability of visual art to challenge society, compel emotional response and shock the viewer into paying attention—in order to return art to it’s original function, the function art has in primitive cultures, of defining our humanity and raising individual and social consciousness.

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So to bring this back to the question “why body painting?”, as in “why do I paint bodies?” The simple answer is because its effective. To think that bodypainting presented in a modern context is capable of functioning in the same revolutionary way as the radical art of the early modern artists is not to say that I paint bodies in order to be the next Picasso. I do however find that artistic bodypainting (and facepainting, for that matter) have an effect on consciousness in a local, immediate sense both for the person you paint and for the people that see them. When you paint someone at an event, it injects a quality of magic, of mystery, into our modern civilized lives. In returning a glimpse of the primitive, it allows for questions about human identity and the permanence of form, and in that way it touches upon the original, transformative power of art.

the real thing

the student work

Learn more at my Body Painting Page https://thestorybehindthefaces.com/body-painting/

And read the related post:

is a painted body naked?  https://thestorybehindthefaces.com/2011/04/15/is-a-painted-body-naked/

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