Diamond shape button that says 'home' with a drawing of a house. Click this to go to the ‘home’ page of the toolkit.
Diamond shape button that says 'learnings' with a drawing of a lightbulb lighting up inside a head seen profile. Click this to go to the ‘learnings’ page.
Diamond shape button that says ‘actions' with a drawing of two hands rolling a stick. Click this to go to the ‘actions’ page.
Diamond shape button that says 'about' with a drawing of an 'i' in a speech bubble. Click this to go to the ‘about’ page.
a drawing of an eye and an ear

Journal

See and hear how we worked together each week



Picture frame shape button that reads ‘Week 1: Meeting each other, visiting the gallery and documenting the exhibition’. Click this to jump to week 1.
Picture frame shape button that reads ‘Week 2: Remembering Amalia Pica’s exhibition and having ideas’. Click this to jump to week 2.
Picture frame shape button that reads ‘Week 3: Responding to Amalia Pica’s exhibition and making our own artwork’. Click this to jump to week 3.
Picture frame shape button that reads ‘Week 4: Connecting with Billie Zangewa’s exhibition’. Click this to jump to week 4.
Picture frame shape button that reads ‘Week 5: Being creative and reflecting on what we needed to be creative’. Click this to jump to week 5.
Picture frame shape button that reads ‘Week 6: Creative Reflection and Evaluation’. Click this to jump to week 6.

When: 25/01/23       Where: Sallis Benney Theatre & Brighton CCA, University of Brighton



Six boxes containing pebbles and postcards.
Boxes with pebbles and postcards in.
A participants drawing o a postcard. The drawings is abstract but could be stripy pebles.
Recreation of a University landyard with barcode drawn in black marker


What we did

Pebbles and postcards linking to the themes of the exhibitions in the gallery were provided in boxes as discussion prompts.



Key Moments

An unexpected outcome of using postcards was that people drew on them.

See what was learned in Learnings > Planning


One participant was interested in university staffs’ lanyards and keys that gave them access to different parts of the building.

See what was learned in Learnings > Spaces



What we did

We drew portraits of each other on acetate. We exhibited the portraits for everyone to see.


Have a go at acetate portraits yourself in Actions



Key Moments

The acetate portraits helped us meet each other and start to make art together.

See what was learned in Learnings > Meeting


Four of the participants and staff team look at objects on the wall in the exhibition. One is drawing on a clipboard.
Close up of a hand drawing a line of pebbles on paper on a clipboard, with the real peble installation in the background.
Five people look at the pebble installation in the exhibition, some standing and some crouching to touch the pebbles.



What we did


We visited the Amalia Pica exhibition in the gallery. It had lots of pebbles and gold sea shells.


We made drawings, wrote notes and took pictures of the exhibition.


The exhibition was interactive and we could sort and hold the pebbles.



Key Moments

When we visited the gallery as a whole group we noticed the sounds of the pebbles, traffic and each other and found it could be a bit busy and noisy.

See what was learned in Learnings > Spaces

When: 01/02/23       Where: Grace Eyre



Pne person holds a sheet of acetate over their face while another draws their portrait on the other side.
A tabletop covered with black and white photocopies of drawings and photos, scissors, tape and glue.
Theatre space at Grace Eyre with groups of people working around two tables.
A large sheet of paper is covered with drawings and clay sculptures, and two people sit behind it.


What we did

We worked at Grace Eyre this week and remembered the Amalia Pica exhibition using photocopies of drawings, text and photographs made in week one.

Key Moments

Participants from Grace Eyre taught new participants, including staff from Grace Eyre, how to make acetate portraits.


Tracing drawings and photographs of the exhibition helped us notice things about it that we did not think about during our visit, for example, the lighting.

 

Drawings from week one became motifs or repeat patterns and inspired new drawings and ideas.

See what was learned in Learnings > Activities


Working in a different space to the exhibition meant we had to rely on our memories and documentation of it. Not being able to see the exhibition itself helped us to think about and discuss what we had seen.

See what was learned in Learnings > Evaluation


A large sheet of paper is collaged with photocopies and new drawings, including portraits and scenes from the exhibition.

Collaborative artwork by participants reflecting on their visit to the Amalia Pica exhibition

Clay models of pebbles laid over a written prompt, of which the words 'stories', 'tell' and pebbles' can be read.
Close up of two people's hands holding clay and wearing blue latex gloves, with a pebble between them and a stack of papers behind.
Four people sit at a table covered with photocopies and drawings. Two wear gloves and are rolling clay.



What we did

We made pebbles and other objects out of clay and told stories about them.

Key Moments

A coil pot grew a snakes head in response to a comment that it looked like a snake.

See what was learned in Learnings > Activities


Clay.forms and pebbles are laid on ieces of paper on a table. One piece of paper is black with white pebble outlines drawn on it.
A black piece of paper has white pebble shapes drawn on it and clay pebbles laid on top, witht he words 'rolling stone' written in the bottom left corner with a dotted line trailing away.
A tabletop is covered with paper and clay, including the word 'stages' made out of clay letters. IN the foreground two gloved hands are rollin a long clay strip.
A piece of black paper has the word stages spelled out in clay letters on top, along with other clay forms like. pebble shapes and coil pots.



What we did

Different ideas came together, some were directly in response to the exhibition and others came from participants' wider interests and ideas.

Key Moments

A description of the pebbles in the gallery being ‘roller stones’ in week one was developed into a collaborative drawing with movement and marks.

See what was learned in Learnings > Activities

When: 08/02/23       Where: Sallis Benny Theatre & Grand Parade Campus, University of Brighton



Three people sat around a table are making a fist gesture.
Two portraits in yellow green and red sit on a tabletop next to a collection of brightly coloured Sharpies.
Four small boxes are filled with materials like string, shoelaces and paper packaging.


What we did

We returned to the Sallis Benny Theatre at University of Brighton, and warmed up by each attaching a gesture to our names.

Try out our 'gestures and names' warmup game in Actions

Key Moments

One participant chose to work on drawings of people throughout most of the sessions. This started with an acetate portrait the first week which he coloured in and drew on top of the second week before making several new drawings during this session.

See what was learned in Learnings > Activities

A table is laid out with materials like fabric and paper doilies around a large sheet of paper with drawings on.
Two pencil drawings on the same piece of pper are captioned 'beach ston'e and 'eve stone' - one shows a pebble and the other is a portrait. Next to them is another version of the portrait as a clay model.
Clay, gold foil, brown paper packaging and a piece of denim with eyelets are laid on a bright turquoise background.
A pencil portrait and a clay portrait sit on a piece of paper with 'Mario stone' written in pencil.
Mixed materials are line dup in a row, inluding pebbles wrapped with string, wool and gold leaf.



What we did

Object exploration boxes helped to introduce new materials. Work from last week combined with new materials including gold leaf and grew into new creations.

Make your own object exploration box in Actions

Key Moments

Many of the pebbles took on characters or grew into something new.

See what was learned in Learnings > Activities

Several people crouch on the floor or sitin chairs around a black paper roll. One person is drawing around a pebble with white chalk.
Three people sit around a roll of black paper with pebble outlines scattered across it in white.
Four people drw aroun pebbles on a roll of black paper.



What we did

We rolled stones and drew around where they landed.

Key Moments

‘Roller Stones’ was developed by the people who came up with it into a bigger collaborative drawing and movement activity.

See what was learned in Learnings > Activities

Four boxes are filled with a mix of found objects including feathers, twigs, a coffee stirrer and a sugar sachet.
A postcard shows a line drawing of a tree with the caption 'waterfall' 'tree with birds' and 'birds lef'. There is a small portrait drawn in the stamp section of the postcard.
A pond is covered with netting. A water fountain spraysinto it creating ripples. At the far side of the pond are cafe tables and chairs in front of buildings.



What we did

We explored nearby spaces in the university including an outdoor space called the quad and collected and drew fragments we came across.

Make your own object exploration box in Actions

Key Moments

One person documented the water feature.

When: 15/02/23       Where: Sallis Benny Theatre & Brighton CCA, University of Brighton



A plain tablecloth has the outlines of plates and cutlery drawn on it, and name labels in the middle of each plate. In the middle of the table are some boxes with lids on.
A row of people sat around a table watch as one person draws on the tablecloth.
A plate outlineon a tablecloth has been filled with a drawing of green food and a triangle pattern.
A wiggly line pattern has been drawn along the edge of the table cloth, and a plate outline has been filled with a pattern of circles. Two people are drawing on the tablecloth.


What we did

Brighton CCA gallery assistants took the lead in this session. They set up a dinner table with places for everyone, in response to Billie Zangewa's exhibition.

We drew a line or trim round the edge of the tablecloth – drawing a section each and passing the pen to the next person.

Key Moments

Everyone joined in drawing the line and we paid attention to each other as we watched and waited as each section was completed.

The line became a pattern, a bus route and handwriting.

See what was learned in Learnings > Planning


Several portraits on paper are laid onn the tablecloth which has a wave design drawn along the edge leading to a portrait drawn directly on the tablecloth.
A plate outline has been filled with an orange pattern. The outlines of cutlery around it have been coloured in orange and there is a cup of orange juice by the place setting too. In the middle of the plate is a piece of paper plate cut out and coloured in to look like a slice of pizza.
A plate has a rainbow diamond design drawn in the middle, and patterns are drawn along the edge of the tablecloth.
A table ic covered with a tablecloth, scirrors, paper plates and pens. In the middle are some small paper sculptures. One holds up a paper plate with a rainbow diamond design.
A close up shows a person drawing a rainbow diamond design in the middle of a plate outline on a tablecloth.



What we did

We drew lots of different food and non-food items on the tablecloth and on plates. 

Key Moments

Motifs from previous sessions featured on plates and the tablecloth and a diamond motif became a design for multiple items.

People sit around a table scattered with pens and paper plates. There are drawings all over the tablecloth.
Sixteen people sit at a long table. At one end of the table a projector screen shows a painting of people sat at a table, with the words 'Guess who's coming to dinner?'
Several people sit around a table with drawings o the tablecloth and paper sculptures in the middle.




What we did

Brighton CCA gallery assistants taught people how to make table centre pieces including candle holders and vases.

Make your own 3D objects in Actions


Some objects were passed around the table and there was lots of role play and socialising using the things we made as prompts. At the end of the session we shared who we would invite to dinner.


A tabloecloth has place settings drawn around the edge, with a patterened border and various foods drawn onto the plates, and drinks drawn next to them. In the middle are lots of paper sculptures that look like colourful vases of flowers or candelabras.

Collaborative tablecloth and centre pieces created by participants

When: 22/02/23       Where: Sallis Benny Theatre, University of Brighton



Four pieces of card have icons and prompts - 'What will you plant?', 'What will it grow into?', 'What does it need to grow?' and 'Thinking about connections between people and artworks'.
A pair of hands cradles a grey pebble. The fingertips are covered with blue and green chalk.
A pair of hands presses a stamp into an inkpad.
The words 'GROW', 'GROW', 'GROW' are stamped onto a piece of paper.
A piece of paper is covered with a black stamped pattern and colourful drawings of flowers.

What we did

The invitation was to grow things in our ‘potting shed’ and think about how we worked together.

We connected with materials and artworks from previous sessions. We made prints and drew our ideas.


Nine people sit in rows opposite each other at a table. On the table are materials like plastic plant pots, scissors and paper cups.
A drawing of flowers under a shining sun sits in a green plastic seed tray, along with a people and mini placards with the words 'grow' and 'love' drawn and stamped on them.
Several people sit around a table covered with drawings, pebbles, rstring and seed trays.


What we did

We planted our work and made sculptures.


One person holds a sheet of acetate up while another draws their portrait onto it.
Close up of a wrist with a bracelet made from string and wool.
A person wearing a face mask holds up a drawing of a saxophone.
The saxophone drawing has been made into a mini placard with a lolly stick and sits amongst other mini placards seen from the back.
A collection of mini placards are surround by string and big paper flower.


What we did

We didn’t only grow flowers and plants, we grew things that were important to us and planted them together.

Key Moments

Some people chose to use the materials to make other things including bracelets.

Drawings and paper and string sculptures are being arranged along a railing in a theatre.
Several people arrange their drawings and sculptures along a railing. In the foreground is a roll of black paper with pebbles drawn on it.
Drawings and sculptures have been arranged into a 'garden' all along a railing in a theatre.


What we did

We brought everything together to make a garden.

A seed tray holds a gilded pebble, wool and speech ubbbles that say 'GROW' and 'grow!'.
An assemblage of paper, string and dried flowers hangs from a railing.
Sculptures and objects are arranged around a seed tray filled with pebbles and drawings of flowers and strawberry plants.
Clay letters spelling out 'stages' are arranged next to sculptures, drawings and leaves.


Key Moments

There was lots of discussion about where things went and how the ‘garden’ came together.

It helped with planning how to exhibit and share what we had made in week 6.
See what was learned in Learnings > Activities

When: 08/03/23       Where: Sallis Benny Theatre, University of Brighton



The railing garden has been rearranged and postcards have been added.
Photos printed on card and with string through them are cluttered on a table.
Printed photos on string are hung up in a neat line on a railing.
Postcards hang on a railing - some have words written on and some have drawings.

What we did

We planted the garden from Week 5 and invited people to add reflections about the project on postcards.




What we did

We looked at pictures of the sessions and wrote comments about them or drew responses.


A long table is laid with the tablecloth covered in drawings and paper sculptures. In the background is a projector screen showing the digital toolkit.
A person poses in a paper party hat in fron to fthe projector screen showing the toolkit.
A person wearing a paper party hat smiles as they take their own photo.
Four people sit around a table with paper and pens in paper cups. One person is standing up and showing a postcard to someone else as they draw a portrait leaning on their knee.


What we did

We invited people to test out the toolkit.

We reset the dinner table and made party hats with something we wanted to celebrate on them.

Some people made drawings and portraits of each other.

Key Moments

The party hats were a great way to celebrate.

People continued to draw in the session making new portraits and drawings in response to evaluation questions.

There was a sense of pride in what everyone had achieved and it was nice to share this with lots of different people. There was lots of information sharing from all involved.
See what was learned in Learnings > Evaluation

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