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Contrasts
Wednesday 17 December 2008
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JPEG PROJECT

To observe a garden through its range of contrasts

OBJECTIVES

- To observe a garden and highlight the contrasts which bring it its balance and harmony.
- To transfer notions of aesthetic analysis to the reading of a garden.

SKILLS

- To perceive, discover and grasp plastic language.
- To confront one’s work to others’ to collect opinions and express one’s views.
- To argue and qualify one’s opinion .

MATERIALS

- A.4 thick cardboard.
- A rough plan of the garden
- Transparencies to put on the map of the garden.
- Markers to write on transparencies.
- Puns written on small pieces of cardboard.

PROCEDURES

Each student is given a word referring to a notion :

- empty, full
- bright, dark
- natural, controlled
- open, closed – hot, cold…

After a walk about all the garden, they spot on their transparencies one – or several – of the spaces that fit the notions they have been given.

The transparencies are compared :

- the transparencies that study the same notion.
- superposition of transparencies referring to opposite notions
- superposition of transparencies referring to the same spaces.

FOLLOW-ON ACTIVITIES

- To analyse contrasts in historical gardens: formal garden, landscape garden, Japanese garden
- To search the history of painting for works which contain gardens, take the given notions and use them to analyse a whole painting.

TRANSPOSITION

For the younger ones, contrasts can be made easier: horizontal, vertical, or curved, straight.

For the older ones, contrasts can be made more intricate to imply some research beforehand: botanical, native, exotic.

The contrasts can also be:

- tactile: rough / smooth
- olfactory: scentless / scented

ASSESSMENT

The students should be aware of the balance and harmony of a garden through the well-thought-out mixture of contrasts.


Claire -Hélène Blanquet Association "Patrimoine à Roulettes" Belgique

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