Introduction to this Stone Soup Art Activity This city in Yemen, Saana, is similar in architecture with the painting, below, of a town in Saudi Arabia. This photograph is of Sanaa, the capital of Yemen. The buildings are made of brick or mud brick with white decorations made of white paint. This architecture is similar to that depicted in the painting of Al Aflaj, Saudi Arabia made by Khaled Abdulaziz Ateeg, 12. Khaled’s painting was made in the 1970s. Judging by images that I find online I think that this is not what the Al Aflaj looks like today. In the painting, the town is still a city of traditional buildings. They will have been smaller than the ones you see in the photograph of Sanaa. And they will have been of adobe–of mud bricks. What is remarkable about Khaled’s painting is that the architectural style is clear–and at the same time he has had the courage of an artist to present the town as richly colored. Realistic. But also imaginative. Project: Make pictures of the part of town where you live, and pictures of the part of town where you shop. Include in each drawing the important details that make your community recognizably unique. Some of these details are the different shapes of the buildings, the spaces between the buildings, and the patterns the windows make. Also important might be the type and placement of trees and gardens, telephone poles, street signs, advertisements, traffic lights, street lamps and parked cars. Notice in the drawing of Al Aflaj the distinct shape of the minaret tower. If your town has a church or other distinctively shaped building or landmark you might want to include it in your drawing. You don’t have to finish your work in one day. In fact, you probably can’t. So take your time to make a picture you can be very proud of. Like Khaled, allow yourself to be free of the constraints of your community’s real colors. Saudi Arabia is a very hot place. If Aflaj had painted the buildings their authentic brown color the image would have looked drab. What the color achieves is giving the place a sense of brightness–and a desert town is bright even if it is brown. The colors also make the town look welcoming which a brown town might not have seemed. In other words, Khaled used color that wasn’t really there to convey impressions and feelings that he felt looking at his town. As you think of your own town, think of how you might change how it actually looks to get at a deeper feeling about how it looks or feels to you, that is then conveyed to the people looking at your picture. From the January/February 1985 issue of Stone Soup Local Houses, by Khaled Abdulaziz Ateeg, 12, Saudi Arabia
homeschool
Writing Activity: 4 projects to bring your (animal) characters to life
Introduction to this Stone Soup Writing Activity These writing activities are built around the story “Lone Wolf,” published in the January/February 1985 issue of Stone Soup. What is exceptional about this story of a lost wolf cub is that the characters seem so real. Julie Frazier, the 14-year-old author of “Lone Wolf,” takes us far beyond a simple listing of events—Mike did this and Julie did that and then Lone Wolf did something else—into the inner thoughts, perceptions, and reactions of the characters. Mike, Julie, and Lone Wolf are real enough to become our friends. Read the story and then work on one or all of the projects. Project 1: Points of View At important moments in “Lone Wolf,” when the characters do not share the same perceptions about what is happening, such as when Mike and Julie first find the wolf pup, the author explains to us the different perceptions by showing us the identical scene from different viewpoints. In real life we say there are “two sides to every story.” Another way of saying this is that there are always two stories. As an author you can make situations seem very real (and show how individuals relate to each other) by telling the “same” story twice. Think about a situation in which your side of the story was very different from another person’s. Turn this situation into a short story, giving it a beginning, middle, and end. Explain the characters’ differing points of view by telling the important moments of the story twice, once through your eyes and a second time through the eyes of the other person. Project 2: Internal Dialogue In fiction, as in real life, there is nothing more boring than cardboard characters who reveal nothing about their inner life. One reason the characters in “Lone Wolf seem so real is that we are shown something about their personality. We learn what makes each character a unique and very special individual. For instance, while Julie is walking, holding Lone Wolf, we learn about her dreams, about her past, quite a lot about her relation to her husband, and something about why Lone Wolf comes to mean so much to her. While on the “outside” Julie isn’t doing much, just walking along a forest path, “inside” she is alive with thoughts and feelings. Make a list of times when you appeared to be doing nothing but were in fact thinking hard about something. Expand one of the times on your list into a story. Remember to describe where you were, what you appeared to be doing, and what was actually going on in your head. Project 3: Emotional Responses Another way the author of “Lone Wolf” brings her characters to life is by telling us how they respond to what they see. In “Lone Wolf we learn what Mike sees when he encounters the wolf mother for the first time. But the author, Julie Frazier, shows us more than just what Mike sees, she shows us how what Mike sees makes him feel. When writing stories remember that a camera can see but only living things can feel. Think of a time you went someplace and responded very strongly to what you saw — responded, for example, with happiness or sadness or confusion or curiosity. Describe this time in the form of a short story. Describe where you were, what you saw, and how what you saw made you feel. Project 4: Broader Applications Go back through stories you have already written and think of ways you can make your characters seem more like real people. When writing your next story at school or at home, keep in mind the goal of giving your characters the feelings and emotions of you and your friends.
Art Activity: expressing and recording feelings, with ‘Spring’, by Myra Nicolaou, 8
Introduction to this Stone Soup Art Activity In a way, the new year really starts with spring. Spring is the time for planting the garden and cleaning house. It is the time when trees get new leaves and when you can play outdoors well into the evening. It is the season when cycles begin again. Plants come out of dormancy, fruit trees flower, butterflies and bees are out in force, and the fruits for later in summer begin growing. It is is a time of promise. This picture of spring is a painting by a seven-year-old from the island of Cyprus. Look at this picture. The tree, flowers, sheep, and vivid colors all crowded together recreate one of those important spring feelings—the feeling of bright fresh air, wonderful days bursting with new life. I’ve chosen this image by a young child because, in its exuberance, it has many aspects of abstract art. This is Spring as a riot of color. As a feeling of bursting. As energy. Project: Make a Picture That Records a Personal Feeling of Spring Close your eyes and make yourself feel the way you do on a warm spring day. When you have this feeling in mind, use your imagination to find an image out of your own life that matches this feeling. Maybe in your imagination you see a ball game, or you and your family working together in the garden, or birds in the branches of a tree, or something you saw in a park. Perhaps, like Myra, who painted this picture, your sense of spring is a fruit tree in bloom with bees and butterflies flying about. Your goal is to bring to life the smell and feeling of Spring using images out of your imagination that are based on things you have seen with your own eyes in the real world. Take from the style you find in this picture by a young a child the confidence of the young child — which is the confidence of the artist. Be bold. Take risks. Embrace color. From the May/June 1985 issue of Stone Soup Spring, by Myra Nicolaou, 8, Cyprus
