Unit 1, Part A: identify and plan an arts challenge

For my arts challenge I am exploring scale with origami.

Unit 1, Part A: identify and plan an arts challenge

I am confident with my origami skills when using standard sized paper (6 inch x 6inch) and my drawing and painting skills. I want to develop my origami skills and experiment with different sizes and shapes of paper. My challenges could be how can I make large scale origami? My challenge will be to experiment with which paper I need to use? Does it need to be light-weight or heavy-weight? Thick or thin? Should the paper be patterned? For my arts challenge I will make different sized origami animals.

I have chosen this to expand on my origami skills and experiment with the skills I already have. The outcome will be that I can make an origami crane out of any paper I like. In order to get this done I need to research how to make origami cranes and I will also be reading Akira Yoshizawa's book for inspiration. I will ask my tutor to help me get different sizes, thicknesses and patterns of paper, a paper guillotine and to take photographs of the project. 

Areas that I am not strong in are being focussed on one thing so this will be a challenge, I like to do lots of different artforms including drawing painting and making dolls.  I tried to sew my own doll but didn't enjoy it so sewing is also not a strength of mine.

Targets

1. To experiment with different sizes, thicknesses and patterns of paper.

2. To learn and master how to make a crane out of different shapes of paper.

I plan to achieve this by researching how to make crane's by using you tube videos and Akira Yoshikawa's book that I already own.

I will practice making cranes with traditional smaller square pieces of paper.

I will experiment with different thickness's of paper.

I will experiment with different sizes of paper.

I will photograph my results.

Author

Elysia Whitman

Elysia Whitman

I am studying for the Silver Arts Award as part of my Study Programme with Derbyshire County Council.

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