This assignment involves a collaborative drawing exercise where students work together to create a large-scale projected background based on a live tableau vivant. The drawing is done digitally using a shared canvas, with the final image projected onto a wall. The students rotate positions every 15 minutes, adapting to and continuing each other’s work to form a cohesive piece.

Theoretical References: This assignment draws on collaborative art practices, such as shared canvas drawing, and visual interpretation methods rooted in live observation. The use of technology as a collaborative tool links to digital art practices and real-time creation.

Educational Relevance: The assignment promotes competencies in teamwork, adaptability, and visual interpretation. It mirrors the dynamics of collaborative digital art production, where multiple contributors work together to create a unified artwork. Students learn to navigate real-time collaboration, enhancing their ability to adapt and contribute meaningfully to group projects.

Competencies Developed: Students will develop collaborative creativity, adaptability, and digital proficiency. They will improve their ability to interpret live compositions and translate them into visual form while building on the work of others.

Educational Value: This assignment emphasizes the importance of teamwork in creative projects. It fosters flexibility, collective problem-solving, and the ability to produce a cohesive visual outcome in a group setting.

Broader Media Context: The project relates to collaborative digital art, where artists frequently work together on shared platforms, particularly in fields such as game design, animation, and multimedia art installations.

Connection to Everyday Life: Collaboration and adaptability are key skills in creative industries and everyday teamwork. Students will gain experience working in real-time, making decisions on the spot while responding to the input of their peers.

Learning Objectives:
— Develop collaborative drawing techniques.
— Learn to interpret live compositions visually.
— Adapt personal artistic contributions to fit within a collective whole.
— Improve digital proficiency in real-time collaborative settings.

A1: Collaborative Drawing on a Shared Canvas
Type: Partner work.
Time Frame: 1 hour.
Materials: 4 computers with drawing tablets, digital drawing platform (FRAMED or similar), large-scale projector, live tableau vivant.

Instructions:
— Organize students into 4 pairs, each with access to a computer and drawing tablet.
— Set up the shared digital canvas and project it onto a large wall.
— Each pair begins drawing their interpretation of the tableau vivant. After 15 minutes, they rotate positions, continuing the work of the other pair.
— Students must collaborate and integrate their work into a cohesive visual interpretation of the live set-up.

Learning Objectives: Develop skills in collaborative drawing, learn to adapt and enhance others’ work, and practice interpreting a live composition.

Assessment Criteria:
— Collaboration: Students work effectively together, building on each other’s contributions.
— Creativity: Each contribution demonstrates creativity and originality while blending with the overall piece.
— Adaptability: Ability to continue and enhance the work of others in real-time.
— Cohesion: The final piece should represent a unified visual interpretation of the live composition.

A2: Presentation and Group Reflection
Type: Group discussion.
Time Frame: 30 minutes.
Materials: Projector, digital platform.

Instructions:
— Display the final projected image of the completed drawing.
— Each pair will discuss their contribution, reflecting on the challenges and successes of working collaboratively.
— Tutors lead a discussion about how the collaborative process influenced the outcome, and how students adapted to others’ work.

Learning Objectives: Develop critical reflection skills, articulate creative processes, and evaluate the effectiveness of collaborative work.

Assessment Criteria:
— Reflection: Insightful analysis of the process.
— Communication: Clarity in discussing the collaborative experience.
— Understanding of Cohesion: Reflection on how individual parts connected to create a unified whole.

Additional Tips for Effective Implementation:
— Encourage students to embrace the unpredictability of collaboration.
— Use examples of collaborative art to inspire students before they begin.
— Highlight the importance of adapting and responding to each other’s contributions in real time.

• [Collaborative Digital Art Practices]: Sources discussing the role of collaboration in digital art and how artists work together on shared projects. https://smak.be/volumes/exhibitions/2024/Together/bezoekersgids_together_EN.pdf

• [Janna Beck & Annelise Cerchedean, FRAMED Publication]: Documents the FRAMED platform for immersive, interactive experiences encouraging public participation, part of projects like GrowingGifs and &Co. Includes a flipbook as an analogue counterpart to the digital platform.

• [Tableau Vivant in Art History]: Explores the historical use of tableau vivant in art and its influence on visual interpretation. https://www.dailyartmagazine.com/tableaux-vivants/

• [Interaction Design Foundation, Digital Art and Interaction]: Provides insight into the use of digital platforms for collaborative art, relevant to shared canvases in this project. https://refikanadol.com/

• [Refik Anadol]: Uses AI and data to create immersive digital art, pushing the boundaries of visual experiences. https://refikanadol.com/

• [New Rafael]: Focuses on innovative digital and architectural art installations, relevant for exploring spatial and visual effects. https://www.newrafael.com/

• [Mercer Labs]: Creates interactive and immersive art combining digital and physical elements. https://mercerlabs.com/

• [teamLab]: Blends technology and nature in interactive digital art to create impactful visual experiences. https://www.teamlab.art

• [Pipilotti Elisabeth Rist]: Swiss artist known for surreal, intimate video and installation art exploring the female body. https://www.hauserwirth.com/artists/2801-pipilotti-rist/

• [Experiential Art – Immersive Experience Network]: Discusses the rise of immersive art that engages viewers through technology, creating unique visual experiences. https://immersiveexperience.network/articles/experiential-art/

Wouter Steel is a tutor and coordinator of drawing at the Royal Academy of Fine Arts, where he teaches life drawing to students in the Fashion and Graphic Design departments. In his lessons, he seeks a balance between technique and vision, connecting his teaching to the students’ worlds through artistic experiments, such as drawing with a Wacom tablet.

Janna Beck is an educator, researcher, and freelance artist/designer with a strong focus on digital media, experiential art, and collaborative projects. She has been teaching at the Royal Academy of Fine Arts for nearly 20 years, integrating technology, sound, and visual arts in her teaching and practice. Janna’s work spans across artistic research, image-making, and digital culture, often exploring the intersection of technology, performance, and narrative. With a particular interest in how digital tools foster collaboration and creativity, Janna’s practice includes experimental art and sensory experiences that open new forms of artistic expression. Her ongoing research into platforms like FRAMED reflects her commitment to innovative, interactive projects that blend creative thinking with social impact.

Author’s encouragement
This assignment offers students a unique opportunity to collaboratively respond to a live composition. By rotating positions and contributing to a shared digital canvas, students experience how individual artistic styles can merge into a unified visual piece. It encourages creative flexibility, problem-solving, and teamwork, making it a compelling exercise for both students and teachers.

Prior knowledge, preparation
Teachers should be familiar with the FRAMED software or similar digital drawing platforms. Preparation includes setting up the shared digital canvas, ensuring that the live tableau vivant is well-lit, and making sure all technical equipment (projectors, computers, and tablets) is functioning properly.

No prior knowledge of the FRAMED software is necessary for the students, though some experience with digital drawing tools can enhance the final results. Basic skills in drawing and composition will help students better interpret the live tableau vivant.

Accessibility
The assignment can be modified to accommodate students with different levels of digital drawing skills. For beginners, simpler tools within the digital platform or extra practice time can be provided. Students with language barriers can participate as communication is primarily visual, with minimal need for verbal instructions. Adaptations can also be made to the live tableau vivant, simplifying the composition for easier interpretation. Visual aids or examples can be used to support students in understanding the objectives.

Additional Tools
Other tools could be used to enhance the tableau vivant, such as colored lighting to create different effects.