BodyStory Video Experiment 1 — Peacock and the Sun Goddess

BodyStory Video Experiment 1 — Peacock and the Sun Goddess

The Peacock and the Sun Goddess BodyStory was an experiment for a class presentation at the Face and Body Art International Convention in 2012 (FABAIC). For my class on storytelling I tried out a new idea (new for me – see below) of taking the methods I use for telling a story via facepainting onto a painted body — using a fully painted body in choreographed movements to accompany my narrative. I had done this with several performers and much assistance to perform the story Li Chi Slays the Dragon as part of our Bodies Alive! production at FABAIC 2008, but that felt more like a theatre piece and this was meant to stay closer to the stylistic quality of storytelling.

The Peacock and the Sun Goddess BodyStory was conceived and presented as a live performance. As the concept seems well designed for video I took the fotos and video we’d made as documentation and created this video in iMovie. (The wonderful music is Indian Fever by David Starfire, which I found on the album “Six Degrees Free Indian Music Sampler” on Amazon. The model was a non-professional, so I’ll withhold her name) The next step in the video experiment will be to create a BodyStory design specifically for video, and explore what is possible without the design limitations inherent in a live performance.

See the BodyStories Page to learn more about other BodyStory projects, including “Is This the First Story?” based on an 18,000 year old cave painting.

To be clear, nothing in art is ever truly new—especially in an art form as ancient as bodypainting. In saying that these experiments feel “new for me” I’m not saying that I’ve invented something here. Aboriginal Australian bodypainting may go back 40,000 years in a continuous line and in some cases, particularly in the context of ritual initiations, their bodyart tells complex mythological tales (to name just one precedent). Nothing is new.

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

Enhanced by Zemanta

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 ***

———  scroll down for full descriptions  ———

———-    Return to homepage: agostinoarts.com   ———-

———————————————————————————————-

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

————————————  PLUS  ——————————————-

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

 ———-    Return to homepage: agostinoarts.com   ———-

—————————————  ADDITIONAL WORKSHOPS:  ———————————————–

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.

———————————————————————————————-

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.

———————————————————————————————-

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.

Enhanced by Zemanta

Before Cave Walls… at the National Storytelling Network Conference 2012

Thank you to the Jaguar, Liz Nichols, for her very positive description of my presentation at the NSN Conference, which she posted in Tim Ereneta’s blog: “Breaking the Eggs — Performance Storytelling in the 21st Century”. See the full post http://storytelling.blogspot.com/2012/07/conference-reflections-liz-nichols.html  An excerpt:

“The show was called “Before Cave Walls… The Story on Our Skin”. … About 25–30 of us sat mesmerized as he started with a lecture/demo on the human history of self-transformation through mask and body art, calling up volunteer after volunteer to be painted as he talked. Then he wove several stories in, some traditional and some in a folktale mode that he and his kids had created – and he used us as his canvas to show characters like jaguar, snake and lizard, and settings like tropical island and African savannah.”
Liz also talked about how the volunteers I painted during the program wore their new faces into the evenings events, for which I am especially appreciative — a mask-maker always hopes that the wearer will bring the mask to life like that. When Willa Brigham took the stage to MC that night’s Oracle Awards presentation in the very unusual looking Picasso/Nuba face, I’m sure many folk in the audience wondered what was going on, why were these people on stage with their faces painted in such strange ways? There were several hundred people in the audience, only a hand full of which were at my afternoon program, so most of them had no context for the painted faces they saw on stage. That uncertainty about what to make of a painted face is intrinsic to the art of transformation. Part of the power and function of the mask is to introduce a sense of mystery about the transient nature of form, to make us wonder  what else is possible.  Continue reading