Wandering

Wednesday 20th March
In this week's session the focus was on Wandering.  We were to wander outside around the grounds of the University and document our journey in a form of our choice.  I chose to photograph the sights I saw as I wandered which we discovered was the most popular form when we all reported back to each other.  Although we chose similar methods of documenting our journey we all focused on something different.  Some people focused on the sights they saw, others the sound, the textures of the ground they were walking on.  My focused became how I was traveling as I found myself walking lazily, running, jumping, striding and trekking depending on the terrain.  For me it was a relaxing experience since it was independent my thoughts were able to wander as much as my body was.  Wandering allowed you to experience a partially familiar area in a different way and I could see how each new wandering experience could inspire new ideas and new artworks.

Coverly (2012) describes the theory of Derive which is similar to Wandering - "Derive was a continuous flow in which protagonists embarked upon a Surrealist trip, a dreamy trek through varied Parisian passageways, forever on foot, wandering for hours, usually at night, identifying subtle moods and nuances of neighbourhoods".

I believe the basic theory of Derive and Wandering could be introduced into the classroom especially with the younger years as they are more open to freeing creativity.  I believe that the children would enjoy wandering around the school grounds drawing pictures of what they see and or hear, talking photographs or videos and using their Wandering experience to create a variety of inspired artworks back in the classroom.





References
Coverly, M. (2012).  The Art of Wandering. Oldcastle Books Ltd.
http://books.google.co.uk/books?id=45S9DWKSPQUC&pg=PT111&dq=wandering+art&hl=en&sa=X&ei=gF5QUZnFBoirOvr1gKAD&ved=0CDsQ6AEwAg