In this assignment, students will use the FRAMED software to draw collaboratively, projecting their work onto a cloth hanging in the room. A person will stand behind the cloth, interacting with the projection to create shadow shapes or become a figure for students to draw on. The backlit projection will offer a dynamic space to experiment with how light interacts with the human form. Students will take turns drawing and posing behind the cloth, capturing photographs of the interaction between the projected images and the human figure. The emphasis is on how projection and light can transform the perception of the human body and how digital drawing can interact with physical forms.

Theoretical References: This assignment touches on concepts from performance art, shadow play, and contemporary media art, referencing how artists like Rebecca Horn and Olafur Eliasson use light, projection, and the body to explore the boundaries between the digital and physical world. The idea of drawing on or around the human body with digital projection also links to ideas in immersive art and multimedia performance.

Educational Relevance: This assignment promotes visual experimentation, exploration of light and shadow, and a deeper understanding of the interaction between the human body and digital media. It teaches students how to use technology to enhance artistic practices, encouraging them to think about how the body can be part of their visual work, rather than a passive subject.

Competencies Developed:
— Real-time collaboration through digital drawing.
— The use of projection to explore form and light.
— Enhanced visual literacy in relation to the human body.
— Technical skills in photography, projection, and digital drawing tools.

Educational Value: This task integrates artistic creation with technological tools and human interaction, promoting teamwork and creative exploration. Students develop an understanding of the body’s role in art, as well as how technology can shift the way we perceive form, shadow, and light.

Broader Media Context: The project aligns with contemporary practices in performance art, installation art, and media art, where the human body is often used as a medium within larger multimedia projects. It reflects practices used in immersive theatre, digital performances, and art exhibitions that combine technology with live interaction.

Connection to Everyday Life: The body and light are essential elements of everyday life, and this project explores how they interact in artistic contexts. It relates to fields like photography, stage design, and digital media, where understanding light and form is crucial.

Learning Objectives:
— Develop collaborative digital drawing techniques in real time.
— Understand how projection and light interact with the human body.
— Practice taking artistic photographs of projections and human interaction.
— Explore shadow, light, and form in the context of contemporary art.

A1: Collaborative Drawing and Projection on the Body
Type: Partner work (pairs alternate between drawing and interacting with the projection).
Time Frame: 1 hour.
Materials: FRAMED software, Wacom tablets, projector, cloth (hanging in the room), camera or smartphones for photography.

Instructions:
— Set up a large cloth hanging in the room, backlit by the projector.
— Divide students into pairs: one student draws using the FRAMED software on a Wacom tablet, while the other stands behind the cloth, interacting with the projection to create shadow shapes or become the focal point of the projected drawing.
— The students should work collaboratively to blend the digital drawing with the physical presence of the person, creating layered visual effects using light, shadow, and form.
— Rotate roles every 15 minutes so that all students experience both drawing and interacting with the projection.
— Capture photographs of the projections and human interaction to document the process.
Learning Objectives: Understand how to use digital drawing in conjunction with projection, explore the body as a canvas and creative tool, and practice creating visual effects using light and shadow.

Assessment Criteria:
— Creativity: Originality and artistic quality in blending digital drawing with physical interaction.
— Collaboration: How well students work together to create cohesive visual narratives using light and form.
— Understanding of Light and Form: The ability to manipulate light and shadow to enhance the visual effect of the projection.
— Photography: The quality and thoughtfulness of the images capturing the interaction between projection and the human body.

A2: Presentation and Group Reflection
Type: Group discussion.
Time Frame: 30 minutes.
Materials: Projector, photographs of the projected artworks.

Instructions:
— Lead a discussion about how light and shadow influenced the final visual outcome and how the students’ bodies became part of the artwork.
— Reflect on the technical challenges and creative decisions that came into play during the exercise.
— Learning Objectives: Develop critical reflection skills, discuss the interaction between projection, light, and the human body, and analyze the creative process and its impact on visual outcomes.

Assessment Criteria:
— Reflection: Insightful analysis of how the body and light interacted with the digital drawing.
— Creativity: Depth and originality in discussing how their artistic choices shaped the final product.
— Technical Understanding: Demonstrated understanding of the technical elements involved in projecting onto a human figure or form.

Additional Tips for Effective Implementation:
— Encourage students to experiment with how their body positioning changes the effect of the projected drawing.
— Use different materials for the cloth (transparent, semi-transparent, etc.) to alter the way light interacts with the body.
— Explore different types of projections, such as abstract shapes or figurative elements, to see how they influence the visual dynamics.

• [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 visual artist known for experimental video and installation art, often surreal and abstract, exploring themes around 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/

• [Ultra Combos: Anarchy Dance Theater – My Modern Met]: Explores the intersection of dance, theater, and technology in immersive, experimental performances. https://mymodernmet.com/ultra-combos-anarchy-dance-theater-seventh-sense/

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 integrate the human body directly into their artwork, using projection and light to transform both the physical and digital space. It encourages collaboration, creative risk-taking, and experimentation with light and form. By actively engaging with the projection process, students experience how their physical presence can alter and enhance visual narratives, making this assignment both visually impactful and intellectually stimulating.

Prior knowledge, preparation
Teachers should be familiar with the technical setup of the projector and FRAMED software. Preparation involves testing the projection setup, ensuring the cloth is hung securely and adequately backlit, and making sure all technical equipment is functioning properly. Teachers may want to review examples of projection art or shadow play to inspire students.

No prior knowledge of the FRAMED software is necessary for the students, though some experience with digital drawing tools and basic photography can help enhance the final results. Students should also be comfortable experimenting with light and shadow, and working collaboratively in pairs.

Accessibility
This assignment can be adapted for students with different technical skills. For beginners, simpler drawing tasks can be assigned, while advanced students can explore more complex shapes and effects. If language barriers are present, visual instructions can guide the drawing and projection process. Students with mobility limitations can still participate as the drawing portion of the project is seated, and projections can be tailored to individual needs.

Additional Tools
Additional materials may include different types of cloth (transparent, semi-transparent), mirrors to alter the light reflection, or additional props for the live figure to interact with.