SAE Magazine 13-2

Index each student develop a ed yarn to draw the faces many interesting images g them this freedom at the p is very important. ed students to tell some way that my students in hem. ommon subjects such as s or the devil which led to groups. Each team then nd developed a map that ing for the story. e how the story unfolded, ed, and what type of acti- he dynamic was that the pe of format they would nime, or picture book. Uti- udents emerged with pro- narrative. amples of this? ake that travels the world esert, in mountains of ice, At the same time birds of n. The idea is that as the snake came to a new territory a new part of the map would be un- folded and displayed. This reminded me of the emakimono picture scrolls where the paper is unrolled a chronologically new event is presented. How was your experience with the students? The first thing that surprised me is that they understood exactly what I explained them to do. Reactions to all the objects I showed them were positive. Beforehand I made a schedule to give an order to the presentation of various materials. For example, at first I showed them the Japanese rolls, then the Chinese, as well as the books and so on. Something that caused me a lot of happiness was that students absorbed very well what I showed them. Another aspect that caught my attention was despite their wide range of tastes, the students had the ability to understand materials different to their personal tastes. Any recommendations for the students? To realise they are free, they have an abundance of creativity and to continue working so they can channel it. They should embrace the phrase which we have at the Musashino Art University which is: “Create to live and live creating”. ➤

SAE Magazine 13-2

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