Jana Podzemná
- Česká sekce INSEA
- Jul 12
- 8 min read
Updated: Jul 16
12.17 Project: Painting Day (Art Project)
Jana Podzemná – Helceletka Leisure Center, Brno, Czech Republic
Abstract:
Project name: Painting Day
Implemented with a group of 8 children aged 6-12 at a suburban camp as part of the Painting Day event.
Event duration: 4 hours + break
Artistic and pedagogical leadership:
Jana Podzemná, Ludmila Dufková, art and leisure time educators at the Helceletka Leisure Time Center, Brno
The aim of the event was to introduce children to the basic approaches to painting through experience and experimentation. To encourage children who are otherwise reluctant to express themselves with colors in a natural and playful way. To enjoy group cooperation and to unite a diverse group of children through collective experiential painting.
The entire event unfolded in 5 parts:
1/ Motivational part
2/ Experiential collective painting-experiment on a large translucent foil
3/Using parts of the painting as a background/base for under glass painting.
Break
4/Creating your own painting, painting with acrylic paints on a board
5/Short reflection
1/ Motivational part
A short talk about painting with examples of the lecturer's work, different approaches in painting, realism/abstraction/combination of both approaches.
2/ Experiential collective painting-experiment on a large translucent foil
The event was demanding for the cooperation of all participants. Ideal for a group of 6 -12 people. Everyone in the group had to position themselves around a large translucent foil (approx. 1 x 2 meters). A little amount of liquid tempera paint is dripped onto the foil, the group stretches the foil and lifts it up. By tilting it according to the agreement, the color spots are mixed and connected in different ways. The paint must not flow outside the foil. Ideally, the work is done above the table or above the ground. The participants can lie down on the table or on the ground one by one and watch the visual experience of mixing colors.
Preparation:
Mixing 4 shades of tempera paints in cups until liquid. (Our choice: dark and light blue, pink and purple). Training in stretching and tilting the foil without paints. Coordination and supervision from the lecturer who manages the entire event is necessary.
Procedure:
Dripping paints onto the foil. Placing children around the foil, stretching and lifting the foil. Tilting the foil, mixing colors. Gradual rotation of those interested to lie down under the foil and watch the colorful experience. Adding colors as needed. Coordination and encouragement of the team so that everyone who wants to can try the experience and the others keep the foil.
3/Using parts of the painting as a background/substrate for a picture under glass
Completing the experiential painting:
Lay out the foil with paint on the table. Cover with clean food-grade foil. Paint with fingers over the foil without getting dirty. Tactile experience Uncover the foil and remove the prints on clean paper. Monotype. After drying, we used the selected prints as a colorful background with glass on top. When designing the drawing on the glass with a black alcohol marker, my colleague and I gave the children free rein.
4/Creating your own painting, painting with acrylic paints on a board
After a longer break, we continued with classic painting with acrylic paints on a plastered board on a loose theme. The conclusion was relaxing considering the diversity of the participants.
5/Short reflection
My colleague who assisted the painting event and I mainly gave feedback to the children continuously. We appreciated the children's cooperation during the experiment with foil. In each of them, I found a moment, a way of approaching the work or an interesting thing that could be appreciated. (Working with paint, patience, sense of composition, unconventional approach, imagination...). We did not evaluate the individual works in any way, the point was to enjoy the event.
12.18 Project: Space (Art Project)
Space
Jana Podzemná – Helceletka Leisure Center, Brno, Czech Republic
Abstract:
Project Title: Space
This art project was carried out with preschool children in art workshops:
Art for the Youngest (children aged 5–7)
Art for Parents and Children (ages 1.5–3), where parents assisted their children in more complex tasks.
Artistic and Educational Supervision:
Jana Podzemná, art teacher, Helceletka Leisure Center, Brno
The project was divided into several thematic sessions, each lasting 60 minutes.
In the first session, we painted planets and created craters on the Moon by puncturing polystyrene sheets. The second session focused on experimental painting techniques for a cosmic background and printing textures using the polystyrene sheets (representing the Moon or cratered planets). The final session combined all elements, assembling the background and planets and engaging in 3D creation by making flying saucers.
1. Planets – Mixed Media Techniques
As inspiration, we explored colorful images of planets from our solar system, discussing warm and cool colors (e.g., fiery Mars, blue-green Earth). Children were encouraged to invent their own planets and choose their colors freely.
Younger children selected pre-cut paper circles symbolizing planets and painted them using tempera paints.
Older preschoolers practiced drawing and cutting circles or tracing round objects (e.g., lids, bowls, cups).
An alternative technique for decorating planets involved layering colored inks over glue for a marbled effect.
2. Moon with Craters – Printmaking
Children used pencils to carve holes and craters into round polystyrene plates. This soft insulation material was easy to engrave, making it an ideal substitute for traditional linocut printing. The carved plates were later used as printmaking matrices.
3. Cosmic Sky – Painting Techniques
We were inspirated from images of galaxies and space pictures. The background was painted in shades of dark blue and purple using tempera paints and applied with brushes, sponges, rollers, and other tools.
Children stamped stars onto the background using corks dipped in paint.
Older children connected their stamped dots with brush strokes to form constellations.
An alternative sensory-friendly method involved painting with fingers over a protective plastic sheet. This allowed children to mix colors and explore new shades without direct contact with paint. The result was then transferred onto paper and enhanced with additional techniques.
Once dry, the printed polystyrene Moon with craters was added to the composition using foam rollers to apply tempera paint before pressing the print onto the painting.
4. Flying Saucers / UFOs – 3D Construction
The flying saucers were built from old CDs. The cockpit was created using crumpled tissue paper placed in the center of the CD, then covered with aluminum foil. Through gentle pressing and shaping, the saucer form emerged. Decorations included large beads and vintage components. Assistance from instructors was needed for gluing elements with a hot glue gun.
Observations and Insights
Children particularly enjoyed puncturing craters in the "Moon" project.
When printing from polystyrene matrices, extra guidance was required due to the children's young age. While I assisted each child with colouring and pressing their print, others engaged in stamping stars with corks. This activity required careful planning and task distribution.
The sensory painting technique using a plastic film layer was a highlight, offering children a unique tactile experience and hands-on color mixing exploration.
Space
12.19 Animation Project: Underwater Races | Collection of Works (Art Project)
Jana Podzemná – Helceletka Leisure Center, Brno, Czech Republic
Abstract:
Project Title: Underwater Races | Collection of Works
Implemented with school children aged 9-13 in the Art and Animation Club.
Artistic and Pedagogical Supervision: Jana Podzemná, art teacher at the Helceletka Leisure Center, Brno
The animation club is in its first year. We are learning the basics of animation almost on the go—both the instructor and the children. We work with minimal equipment (standard tablets, styluses, a photo stand with a tablet holder, colored LED lights, two laptops, and two graphic tablets) and basic free animation software (FlipaClip and Stop Motion).
Underwater Races is our first complete project, where we included not only the storyline of a short animation but also credits and sound effects. The theme of the underwater world seemed attractive to children and was well suited for both artistic and narrative development.
Project Phases:
Inspiration/Motivation/Idea SearchThe children were encouraged to actively explore and share films, books, and stories related to the theme that they were familiar with. They came up with inspirations such as Finding Nemo, Pirates of the Caribbean, Ponyo, SpongeBob SquarePants. Photographs of underwater landscapes and sea creatures served as inspiration for the setting of the stories.
Creating PropsThe underwater backgrounds were painted by the children using watercolor on A4 paper. Some chose a special technique involving blending colors and sprinkling salt for interesting effects.Characters for the animation were made from thick paper, primarily decorated with markers or colored pencils. Some parts (e.g., limbs) were designed to be movable by separating them into smaller sections.
Creating TitlesThe children also created simple title cards (title, author, year of creation). Since they were not very enthusiastic about working with text, we opted for a simple handwritten format that was later included in the animation.
Animating in Stop Motion SoftwareThe animation process took place in turns, with children taking shifts at the tablet stand.
Sound DesignThe free version of Stop Motion allowed us to record our own sounds directly during playback. The option to pause and continue recording helped engage the children in group collaboration, as multiple helpers worked on the sound design of a single project. The sounds were created by rustling different materials, pouring and bubbling water, and voice acting.
Key Observations and Insights:
Working with Sound
The children were particularly excited about sound design and creating effects. More confident and talkative children took on the speaking roles, while others participated by finding creative ways to generate sound effects.
Collaboration and Consideration
The animation process encouraged teamwork and mutual respect. Since recording sound required a quiet environment, voiceovers were usually done in a separate small room. Simultaneously, another class (pottery) was taking place in another room, requiring coordination and noise management.
Technical Equipment
We currently have only one tablet stand, so animation could be done by one person at a time. Since each child worked at a different part of the project, switching at the stand was managed smoothly. Children who finished early were given individual tasks (e.g., creating in FlipaClip, drawing with a stylus in Krita).
Meaningful Use of Technology
One of the club’s goals is to show children meaningful ways to use technology (tablets, mobile phones, and software). Some children tend to overuse their phones for games in their free time. Although it’s sometimes challenging to enforce the rule of putting phones away during sessions, using devices for creative research and animation has gradually reduced their tendency to reach for them just for gaming.
Traditional Art Activities
As a creative counterbalance to technology, the club also includes traditional art activities such as hand-drawing, different painting techniques, and spatial creation. These classic methods are primarily used for making props and settings for the animated projects.
13 Doubravník – At the Cottage and Around the Cottage (Artwork)
Doubravník – At the Cottage and Around the Cottage
Jana Podzemná – Helceletka Leisure Center, Brno, Czech Republic
About Author
Jana Podzemná – Helceletka Leisure Center, Brno, Czech Republic
Born: Vsetín, 1975
Study: Palacký University Olomouc, Faculty of Education, Department of Art Education, (1994-1999)
Painting under Academic Painter Jiří Krtička
Profession: Art Teacher, Helceletka Leisure Center, Brno
In my personal work, I use entirely different techniques (oil and acrylic) than in my teaching practice as an art teacher. I see this as an excellent way to prevent burnout. With children, we make full use of tempera, watercolor, and aniline paints, creating effects and textures, graphic techniques, collages, etc.
For my own artistic practice, I prefer oil paints, sometimes using an acrylic base layer. I enjoy working with color, transparency, and layering of different pictorial surfaces. My inspiration comes from everyday life and nature, plein air painting, and sketching in sketchbooks. I usually paint in a small studio at my cottage in Doubravník. I sketch whenever and wherever I have time. Lately, I have enjoyed solving Sudoku, and it has reflected in my artwork as well.
„Jana looks at the world through the eyes of a true painter. Her artwork, although it draws us into an imaginative world, is nothing more than everyday reality captured by a sublime painterly metaphor. The subjects of the drawings and paintings, which may seem like an abstract play of colors and shapes, are simple everyday objects and the world of Jana's garden in Doubravník.“
Andrea Bakalová, introduction text to Jana Podzemná's exhibition at the literary Cabaret Dno.
Doubravník – At the Cottage and Around the Cottage
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