Art 8: Printing patterns

In the last class before the summer break we made graphic art inspired by Escher (the Dutch artist who worked with graphic patterns). Children created their own printing stamps so they could print repeated patterns with them. First they drew animal silhouettes that would become shapes for the printing stamps (imaginary animals or animals based on a realistic model). Then they printed the stamps in two colours. Inspired by Escher’s tiling examples, the children distributed the stamps on paper in a similar way to the artist.
What can you see around the repeated forms? When one looks closely, other (animal) shapes are emerging in the counter (negative) forms.

Dance 7: Bodily expression

Favourite warm-up: the kids enjoyed guiding the group and were given room to invent, move and express themselves freely, using the space, listening to different kinds of music and reacting to each other. We played with facial and bodily expressions and how emotions can be expressed … funny moments. The kids ended up creating their own little story through movements and bodily expression.

Art 6: Escher’s museum visit

We thought it would be nice to get some inspiration from Mr. M.C. Escher. ‘Escher in Het Paleis’ museum is a must-see in The Hague! The kids were naturally attracted to the visually intriguing artworks of this notable Dutch graphic artist. We also took part in the ‘Quest’ offered by the museum, with the last 45 minutes being spent in their workshop making some sketches inspired by Escher’s tessellation (tiling) method. Photo: Lukas Timulak

Dance 5: Different aspects of movement and rhythm

Another colourful, creative and joyful dance class. After our usual warm-up, the kids tried to create their own rhythms and percussion using chairs as well as their body percussions, following and inspiring each other. In order to get the kids to explore new movements and let their fantasies go wild, we played the ‘animal/freeze’ game. Some funny and inspiring moments 😉
Then we talked about the importance and special aspects of dancing/moving in a group as well as alone. ‘Solo’ time is, for them, more fulfilling and freedom feels great, but if we embrace and get close to each other, the group can move as a beautiful unit: what counts is the invisible connection. Finally, the kids enjoyed their rest time.

Art 4: Plein air drawing

The weather was ideal for drawing outdoors in the nearby park. Children could choose their subject of interest (jungle gym, trees, statue, people, ping-pong table, etc.). They were asked to observe and stay close to reality. We used pencils to sketch and then soft pastel to add some colour. Naturally, we also took a break to play in the playground with other children.

Dance 3: Balance/off-balance

We started and finished the class lying down still on the floor and becoming conscious of our body and our breathing. Slowly we unfolded into more complex and fuller movements from the floor to standing up. We analysed how it feels to move and connect with each other. The kids used different parts of the body to find the point (off-balance) at which two bodies need each other to stand and support one another (example of the roman arch) … there was a lot of trust and letting go into it. In this exercise there were lots of creative moments and improvisation that grew into freer, more expressive movement.

Art 2: Inventing a machine/fantasy exercise

The sun was shining during our first art class in the new studio. We were first looking at an example of an innovative machine (a bicycle that makes shakes and cocktails). Then we invented our own fantasy machines with different purposes: sustainability for our planet, to make us or other people happy or to fulfil our dreams. We used pencils or black markers and then we went on to colour in our works with bright watercolours. I enjoyed the kids’ brilliant stories, and the artworks are just full of good ideas and lovely to look at. Thank you for letting your children join us and make art; I am so grateful for this group of ten that worked so very nicely together.

Dance 1: Lead/follow, action/rest, group/solo

A really nice start to our new Kids Atelier course. The children recognised the difference between being fully in action and allowing the body to rest and calm down afterwards. Everyone was given space to lead and follow the others and discover their own body and the space around them.
Finally, we looked at the differences between following a group and improvising freely alone, before rejoining the group. Lots of great and interesting moments.