So it was with great excitement that I spoke to a representative from our maintenance department regarding access to lockers. He said that we could potentially have a great many lockers free of charge as there was a school that had long ago closed that had a fair number sitting unused. The students were thrilled with this news as the lockers in our brainstorming session had become a kind of central idea that hinged on whether or not we could get some to play with. Jasmine met with the students and we began our discussion around the final four overarching concepts and lockers. Although we found the sound equipment might be affordable based on what we wanted to do, the idea of creating something interactive and functional to the space trumped everything for the students. Jasmine brought some sketches to show some of her ideas based on the last session as to how we might proceed. This was not meant as a prescriptive formula, but as a start to discussions and it was a welcome place to begin.
Students considered shelters, seating and tabletops made of cement cast or actual lockers. Included in the discussion was casting objects of significance to students' every day life: granola bars, sweatshirts, cell phones, pencil cases, binders - the things their lockers are stuffed with daily. Jasmine had the idea of casting the lockers with these things on, over or in them. This was a wonderful way of signifying the students who "live" within the school building.
Students were asked to respond to these ideas, building on what they had heard and using what they could imagine to expand, enlarge and revise what they had heard so far. They had their own version of what might become of this locker. They helped to narrow down what was truly important to our student population in creating this space. They drew several sketches of what we might do and here are just a few of their ideas.
We had practical, fantastical and sculptural plans that spoke to a huge range of approaches. Students worked in groups and armed with newsprint and felts discussed, drew and wrote about what could happen. Some ideas could be easily managed with the resources we have and others required much more funding and equipment than was available. However, what was clear was that students were most interested in constructing some kind of shelter from our rainy climate and/or seating.
Out discussion was open and engaging and students were encouraged to share their ideas. There was a great deal of excitement and a feeling of momentum after the workshop. We are ever closer to creating this piece.
At our next meeting Jasmine will be demonstrating and teaching students the casting methods that will likely be used in this project. We are looking forward to this already.
Sunday, 25 November 2012
Sunday, 28 October 2012
Brainstorming Our Idea
Our next step was to narrow down our focus and settle on a direction. Our wonderful and motivated students came out during non-instructional hours to work with Jasmine on the brainstorming process. Myself, Ms Miller and Ms Salbuvik were also present to help facilitate discussion and to provide things like paper and felts, a laptop and projector. We teachers were mindful not to intrude too much in the brainstorming as we all agreed the process should come from what the students want to do and not be shaped with our visions in mind. Jasmine quickly reviewed each strategy from her presentation and then each student was asked to pick their top three strategies and answer the following questions:
Students were then asked to collate and discuss their answers in groups. Each group then presented to the whole and thus the discussion got rolling. What impressed us was the depth and quality of responses - our students dug deep to think this through. Here are some of the responses to various strategies:
To the notion of marking the passage of TIME in some way visually through an art piece:
1 What do you like
best about this approach?
2 How do you see
this approach working at Hugh McRoberts?
3 What does this
approach make you think about?
(food, an
object, a person, a sound?)
Students were then asked to collate and discuss their answers in groups. Each group then presented to the whole and thus the discussion got rolling. What impressed us was the depth and quality of responses - our students dug deep to think this through. Here are some of the responses to various strategies:
To the notion of marking the passage of TIME in some way visually through an art piece:
- liked
that it changes (like life), ideas/information is revealed
-
could be collaborative (new students add/change art),
flexible, adaptive
-
perhaps use natural elements like rainwater or wind
to change over time
-
reflect seasons,
could allow a visual metamorphosis
To the notion of creating an INTERACTIVE ENVIRONMENT art piece:
To the notion of creating an INTERACTIVE ENVIRONMENT art piece:
-
helps to make work more interesting with student
interactivity
-
creates a space
for photo-op, play, eat, sit, hang out
-
multifunctional
space, shelter
- stage
for presentations
-
could be playful and include water, friends,
laughter, crowds
To the notion of using SOUND as part of the art piece:
- could use school bells to mark a change in artwork
- record the sound of daily
activities within the school
- could record the sounds of nature and have them change during seasons
-
artwork could change over time using sound to instigate change
To the notion of using the FIGURE as the art piece:
- "student body" represented using
relocation of objects---figure made of
objects that indicate aspects of school
- could "look into" body and see different parts (multiple viewpoints)
- different body parts made of
objects that relate to the body’s function in
relation to school i.e. hand made of paintbrushes.
- practical uses i.e. arm that holds umbrella
Jasmine then asked students to work in groups to seek out visual cues for direct inspiration as to how we might proceed. Using school cameras, students walked around the school thinking and talking about what they saw. Jasmine left the activity deliberately open to allow for creative ideas to come from unexpected sources. Students chose architectural elements, areas of social hub (like the microwave), and things that students felt represented school identity like the athletic trophy cases and artwork. Here are a few of their photographs:
From these photographs and the process of taking them, came many different ideas including using lockers as part of the artwork. We are in the process now of seeing if we can find some old lockers - even one might do that we could cast - to incorporate into the artwork. Students had the idea of creating folding down chairs with them, or perhaps casting them to create the sides of hills as another kind of seating or even the notion of opening an outside "locker" to hear the sounds of school within it. We had great discussion regarding the relationship between inside and outside, industrial and natural and constantly addressed the question of where is here? We had so many ideas without enough information to make a decision (i.e. cost of sound system, question of getting a locker) that we quite simply could not narrow our project down to one idea. Our next meeting in November is designed to finalize our project parameters. Jasmine and we teachers are working to get all the pertinent facts to present to students. All of us would like to thank the group of students who came out on their own time to share with us all their wonderful ideas; we were all so impressed with the depth of thinking and creativity that they brought to the table.
From these photographs and the process of taking them, came many different ideas including using lockers as part of the artwork. We are in the process now of seeing if we can find some old lockers - even one might do that we could cast - to incorporate into the artwork. Students had the idea of creating folding down chairs with them, or perhaps casting them to create the sides of hills as another kind of seating or even the notion of opening an outside "locker" to hear the sounds of school within it. We had great discussion regarding the relationship between inside and outside, industrial and natural and constantly addressed the question of where is here? We had so many ideas without enough information to make a decision (i.e. cost of sound system, question of getting a locker) that we quite simply could not narrow our project down to one idea. Our next meeting in November is designed to finalize our project parameters. Jasmine and we teachers are working to get all the pertinent facts to present to students. All of us would like to thank the group of students who came out on their own time to share with us all their wonderful ideas; we were all so impressed with the depth of thinking and creativity that they brought to the table.
Thursday, 18 October 2012
Jasmine's presentation and questions to consider
Students,
please review this summary and questions that Jasmine has provided for
us before our next meeting with her on Friday, October 19th.
2 Rachel Whiteread: Water Tower 2006—Monumental in a new way
3 Franz West—Monumental sculpture that is interactive-touchable, specific to the viewer not the site
Ms Porter
Approaches to Public Art September 21st, 2012
Approaches to Public Art September 21st, 2012
(Art)
History/Material-Rebecca Warren
Context
(Site-Specific)/Materials- Rachel Whiteread
Viewer
Participation/Interaction-Franz West
Natural
Environments/Process- Elke Lehman
Natural
Environment/Context/Site Specific- Brian Tolle
Re-Contextualize
(Make your own context)- Andrea Zittel
Materials-Allan
McCollum
***Extra:
Sound as Sculpture
Question:
Reflect
on the various ways that artists approach space, context, natural environments,
viewer participation/interaction, architecture, (art)history, materials, global
issues (politics, sociology, political, anatomical…)
Here
are a some artists/websites that I look at when I need to do research or am
looking for the ways in which artists approach making public art. I would like
to show these artists and their work to you not to give you concrete examples
of artwork to copy, but to give you an idea of different working methods and
the ways in which professional artists generate ideas.
The Public Art Fund
The
Public Art Fund which is based in New York City and which provides a huge
budget and creative support for artists to undertake public art projects that
are installed around the city of New York and its burroughs every year.
The Highline
“The
High Line is a public park built on an historic freight rail line elevated
above the streets on Manhattan’s West Side. It is owned by the City of New
York, and maintained and operated by Friends of the High Line. Founded in 1999
by community residents, Friends of the High Line fought for the High Line’s
preservation and transformation at a time when the historic structure was under
the threat of demolition.”
“Presented
by Friends of the High Line, High Line Art commissions and produces public art
projects on and around the High Line. Founded in 2009, High Line Art presents a
wide array of artwork including site-specific commissions, exhibitions,
performances, video programs, and a series of billboard interventions. Curated
by Cecilia Alemani, the Donald R. Mullen, Jr. Curator & Director of High
Line Art, and produced by Friends of the High Line, High Line Art invites
artists to think of creative ways to engage with the uniqueness of the
architecture, history, and design of the High Line and to foster a productive
dialogue with the surrounding neighborhood and urban landscape. “
I
immediately thought of the Highline art projects when thinking about your
future space because the nature of the greenspace will be multi-functional and
unique in its context/location. The work
exhibited on the Highline is very diverse and responds to the history,
architecture, design and/or users of the space in a way that I predict the work
we make will respond to the school and its occupants.
1 Art History-The Figure-Statuesque (the
figure—the ‘student body’)
The
statue used to be the only form of public art, it appeared in almost every city
that had money to make a public artwork, commissioned by the city to honor a
historical or present member of the community. The public art fund has an
exhibition called Statuesque which explores the ways in which contemporary
artists deal with the human figure and traditional statue-making materials.
When thinking about this project, I like to think about the term used
universally in schools; ‘The student body’. I invite you to brainstorm how we
could represent the student body in the artwork at Hugh McRoberts. What does
that term actually mean and what visual representation denotes its
characteristics? How could we represent ‘student body’ with new context and/or form?
About
the Exhibition
“The
term “statuesque” suggests attributes of classical beauty, elegance, and
proportion. The statue was, at one time, the model of artistic form. But the
classical statue is now a historical style, evoking an earlier era. This
exhibition of recent works by six international artists poses the question of
what it means for a contemporary sculpture to be like a statue. How do today’s
artists draw upon and reinvent this tradition?
Featuring Pawel Althamer (b.1967, Warsaw, Poland), Huma Bhabha (b.1962, Karachi, Pakistan), Aaron Curry (b.1972, San Antonio, TX), Thomas Houseago (b.1972, Leeds, England), Matthew Monahan (b.1972, Eureka, CA), and Rebecca Warren (b.1965, London, England), Statuesque brings these sculptors together as a group for the first time. Despite their highly individual styles, shared characteristics also emerge. The exhibition signals a resurgence of interest in the human figure among young sculptors. At the same time, none of the artists work in a naturalistic style, preferring to reference the figure rather than to replicate it. They often use the materials of monumental sculpture, such as bronze, but in ways that retain a sense of spontaneity and even fragility. Their figurative forms are built or assembled by hand rather than cast from live models or appropriated from popular culture. Neither literal portraits nor traditional monuments, these sculptures embody the realms of myth, dream, and fantasy. Their artistic references range from Ancient Egyptian and African sculpture to works by Michelangelo, Rodin, and Picasso. By turns colossal, complex, dazzling, and confronting, their impact is visceral, charging one of art’s most traditional subjects with a renewed sense of expressive potential and contemporary relevance.”
Featuring Pawel Althamer (b.1967, Warsaw, Poland), Huma Bhabha (b.1962, Karachi, Pakistan), Aaron Curry (b.1972, San Antonio, TX), Thomas Houseago (b.1972, Leeds, England), Matthew Monahan (b.1972, Eureka, CA), and Rebecca Warren (b.1965, London, England), Statuesque brings these sculptors together as a group for the first time. Despite their highly individual styles, shared characteristics also emerge. The exhibition signals a resurgence of interest in the human figure among young sculptors. At the same time, none of the artists work in a naturalistic style, preferring to reference the figure rather than to replicate it. They often use the materials of monumental sculpture, such as bronze, but in ways that retain a sense of spontaneity and even fragility. Their figurative forms are built or assembled by hand rather than cast from live models or appropriated from popular culture. Neither literal portraits nor traditional monuments, these sculptures embody the realms of myth, dream, and fantasy. Their artistic references range from Ancient Egyptian and African sculpture to works by Michelangelo, Rodin, and Picasso. By turns colossal, complex, dazzling, and confronting, their impact is visceral, charging one of art’s most traditional subjects with a renewed sense of expressive potential and contemporary relevance.”
2 Rachel Whiteread: Water Tower 2006—Monumental in a new way
…Material, Location Specific, Changing form of
a regular object into the irregular and noteworthy
“Water
Tower, a translucent resin cast of
the interior of a 12'2" high by 9' wide wooden water tank, was raised 7
stories to rest upon the steel tower frame of a SoHo rooftop. Water Tower
was visible from street level at the corner of West Broadway and Grand Street.
Situated among two functioning water tanks, it was described by the artist as a
"jewel in the Manhattan skyline." On a cloudy day, the weathered
surface of the original tank's interior was visible, providing a ghostly form.
In bright sunlight the translucent resin became a beacon of refracted light,
and at night the unlit sculpture disappeared against the darkened sky. Poetic
yet incongruous, Whiteread's Water Tower powerfully represented a need
for public sculpture to be physically present yet ephemeral. Water Tower is now in the permanent
collection of the Museum of Modern Art, New York.”
Given
that the future space will be occupied by bodies more often than not, I looked
to an artist named Franz West who is famous for making work that is
‘touchable’. Not only is it ‘touchable’
but he believes that his work is not actualized until a viewer uses it and
thus, ‘activates’ it. Because of this
his sculpture sits on a border somewhere between three-dimensional objects and
performance. The audience, who ‘utilize’ his art in their own creative manner,
becomes the performer.
3 Franz West—Monumental sculpture that is interactive-touchable, specific to the viewer not the site
“Belonging
to the generation of artists exposed to Actionist and Performance Art of the
1960s and 70s, West instinctively rejected the traditionally passive nature of
the relationship between artwork and viewer. In the seventies, he began making
a series of small, portable, mixed media sculptures called Adaptives
(Passstücke). These “ergonomically inclined” objects become complete as
artworks only when the viewer holds, wears, carries or performs with them. West
has continued to explore sculpture in terms of an ongoing dialogue of actions
and reactions between viewers and objects in any given exhibition space. His amorphous
and highly endearing sculptures transform public spaces into sociable aesthetic
environments while his furniture designs and subversive collages further
challenge the boundaries between art and life.”
The
future artwork could operate in much the same fashion, in either a direct
physical connection or through the manipulation of the architecture in the
space. Architecture is essentially sculpture that we use, functional sculpture,
where the user becomes the performer in any given space through the use of the
space. The people using space--- think of them and their function as a
performance.
***See attached Franz West jpegs.
4 Universality,
Time Specific
Elke Lehmann:
Black and White Tree 2002, Subtle Material, Time Specific, Process
Focused
“For Black
and White Tree, a site-specific project at MetroTech Center, Lehmann has
focused on a single tree, one of the dozens of trees that line the perimeter of
the Commons. Lehmann made black-and-white photographic reproductions of the
tree's leaves, undertaking a meticulous process of cutting the leaves and affixing
a wire stem to each one. In autumn, before the leaves begin to drop, every
natural leaf on the tree will be paired with a black-and white duplicate,
creating leaf clusters that resemble x-ray versions of the real thing. As the
natural leaves fall, the reproductions will become increasingly dominant and,
in the winter months, the tree will be a shadow version of itself, covered only
with colorless leaves.”
5 Context Specific
Brian Tolle, Waylay 2002, Non material
(technology), Ordinary occurrence, draws attention but not in a un-usual way
“Bow
Bridge is the white 19th-century cast iron landmark spanning the Central Park
Lake. There, beneath the bridge, Brian Tolle presented Waylay, a series
of scattered splashes which appeared to be caused by someone skipping a rock
across the water. Created by an invisible underwater system of compressed air
valves, this piece had both a playful and ghostly presence, subtly disrupting
the everyday calm of the lake.
6 Create your own context/re-contextualize
Andrea Zittel- Indy Island
"Indy
Island", commissioned by the Indianapolis Museum of Art for their
"100 Acres" Art and Nature Park, is a fully inhabitable
experimental living structure that examines the daily needs of contemporary
human beings. The island is being occupied over the course of four summers by
commissioned "residents" who adapt and modify it's structure
according to their individual needs, while also serving as "hosts" in
order to facilitate public viewing of the work.
Living
experiments/re-designs/structures
Mobile
compartment units, furniture components that allow an individual to live within
any environment, every new location become site specific.
7 Allan McCollum-take something from another location and
relocate it = new significance and meaning( inside and put it outside)
Allegories
Allan
McCollum. Allégories, 2000.
Stone, polyester resin, pigment. Five new copies of five deteriorated and
mutilated 18th century statues from the grounds of the abandoned Château
Bonnier de la Mosson, Montpellier, France, installed at the site of Le Corum, the city of Montpellier's new cultural center.
For the City of Montpellier.
Ten Thousand Individual Objects
To
produce the Individual Works, hundreds of small shapes are casually
collected from friends' homes, supermarkets, hardware stores, and sidewalks:
bottle caps, jar lids, drawer pulls, salt shakers, flashlights, measuring
spoons, cosmetic containers, yogurt cups, earrings, push buttons, candy molds,
garden hose connectors, paperweights, shade pulls, Chinese teacups, cat toys,
pencil sharpeners, and so on. Rubber
molds are produced from the collection of shapes. The replicas of these shapes
can be cast in large quantities, thus creating a vocabulary of forms that can
be combined to produce new shapes.
8 Sound as Sculpture
Site specific, nature, non-material,
collaborative
Nina Katcadourian: Please, Please, Please to
Meet ‘cha
Nina
Katchadourian's Please, Please, Pleased to Meet'cha is a sound project
inspired by the elusive task of describing birdsong. Originally installed at
Wave Hill in the Bronx in 2006, for the installation at MetroTech, the artist
has placed six sound systems along the park's central corridor. As people pass
through this urban park, they hear recordings of human voices in the trees,
vocalizing birdsong. Because the human attempt to describe birdsong is a kind
of translation problem—from aural to written, from animal to human sound—the
artist asked UN translators and interpreters to interpret the sounds. None of
the people involved in the project had previously heard the particular birds,
so their performances were instantaneous interpretations rather than studied
vocal translations. Suggesting that human communication might have the innate
ability to cross linguistic (even species) boundaries, this work resonates
within the specific urban population of Brooklyn and spreads out to include its
ecological surroundings. The birds in the project are all native to New York
City and include the Chestnut-sided Warbler, White-Throated Sparrow, Grey
Catbird, Red-Winged Blackbird, Black-Capped Chickadee, and Common Grackle.
***For next meeting:
Please
reflect on the above approaches and narrow down the options to 2-3 that really
interest you and that you think are well-suited to the future space at Hugh
McRoberts. Consider time, budget, space restrictions (including the space we
have to construct the artwork).
Wednesday, 10 October 2012
Our Site
When creating the proposal for this project, we were asked to consider a site for the final piece to be installed. It seemed a natural choice to pick an area that could use some creative inspiration. Myself and my art colleagues are part of a collaborative group of teachers at the school who are working to transform the back asphalt patch which is currently underused into something new. We have been challenging students and staff to re-imagine, re-claim and re-create an outdoor
space. This process has included surveys and discussions as well as gathering information from various stakeholders. We envision a space that will act as a multipurpose area for students to meet socially, outdoor performance/event area and learning space. This vision includes a "greening" of the space involving sustainable and indigenous materials. We see the public art project as key to this space. The site planning is moving slower than the public art project and as such it becomes an interesting issue as there is at this time no landscape designer in place. The art will in part dictate some of the design. We have choices to make - will the piece be a functional part of the space i.e. seating? Will it be conceptual? Interactive? Free standing? Will it involve light? What materials will be used? Where will it be placed? Most importantly, how will the design reflect the students who will use the space? As the other pieces of the landscape design fall into place, we will work collaboratively to create an integrated visual approach. The artwork may have to wait to be permanently installed or be installed temporarily in an alternate location as work gets underway. We can't wait for the transformation to begin.
Sunday, 7 October 2012
Our Partners
Collaboration, inquiry and passion for this project have been key elements to our story. We have been very lucky to have supports in place to assist us in choosing our direction and challenging us to think more deeply about what public art could mean. Below are some links to the organizations and people who have been instrumental in getting us to this point. There is the City of Richmond Public Art Program which has generously sponsored and facilitated the process, the Richmond Art Gallery who has been our partner throughout the process and Jasmine Reimer, the artist who will help us to create the actual final work. We are very thankful for all of the expertise and assistance we have available to us.
Tuesday, 25 September 2012
our story
This blog is about young artists who dream big. This blog is about collaboration, inspiration, creativity, learning and most of all finding new ways to share our visual voice with others. The students involved in this project have attended countless lunch hour meetings, taken a tour of local existing public art, written reams of ideas about what they feel public art is and can be. We've looked at images, discussed differing viewpoints and found common ground on what we feel is most important for our project. A few students even volunteered to sit at a boardroom table at the artist selection panel meeting at city hall and my classroom was packed the day the announcement was made as to who the artist was that we were to work with. The most notable part about these students is that they did not do any of this for grades. There is no course attached to this project or extra credit of any kind. Students have been invited to be a part of this project with only one proviso - they are passionate about making this public art project come to life. On any given day there will be 25-45 students ranging from grades 8-12 sitting in the art room waiting for the latest meeting to start and ready to take the next step in this journey.
About a year and a half ago myself and my art teacher colleagues, Ms Miller and Ms Salbuvik were contacted by Melanie Devoy of the Richmond Art Gallery. She asked us if we had seen the call for proposals the City of Richmond had put out for public art projects. She expressed she would like to write a joint proposal if we were interested. We were excited about the opportunity and collaboratively wrote down our ideas editing into the summer. Fall arrived and with it the news our proposal had been selected and the whoops of joy could be heard down the halls. We had been awarded a $15,000 grant and the opportunity to work alongside a professional artist - amazing!
Fast forward to today and we can happily report that Jasmine Reimer is our artist in residence. She is very positive, thoughtful, interested and skilled. Jasmine is committed to a collaborative process and is mindful of the students top concerns: that the project express their ideas and that they can get their hands dirty in the actual creation of the work. She has since visited us for a tour of the school and to meet the students involved. While here she shared an excellent presentation that highlighted contemporary public art and key concepts of what we might consider for our school and our project. We are all eager to get started.
About a year and a half ago myself and my art teacher colleagues, Ms Miller and Ms Salbuvik were contacted by Melanie Devoy of the Richmond Art Gallery. She asked us if we had seen the call for proposals the City of Richmond had put out for public art projects. She expressed she would like to write a joint proposal if we were interested. We were excited about the opportunity and collaboratively wrote down our ideas editing into the summer. Fall arrived and with it the news our proposal had been selected and the whoops of joy could be heard down the halls. We had been awarded a $15,000 grant and the opportunity to work alongside a professional artist - amazing!
Fast forward to today and we can happily report that Jasmine Reimer is our artist in residence. She is very positive, thoughtful, interested and skilled. Jasmine is committed to a collaborative process and is mindful of the students top concerns: that the project express their ideas and that they can get their hands dirty in the actual creation of the work. She has since visited us for a tour of the school and to meet the students involved. While here she shared an excellent presentation that highlighted contemporary public art and key concepts of what we might consider for our school and our project. We are all eager to get started.
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