Teachers Notes. Cass Sculpture Foundation. Curator s Choice - Looking back at me

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1 Cass Sculpture Foundation Teachers Notes Curator s Choice - Looking back at me While all the works at CASS have their own themes that inspire discussion, the following questions and activities focus specifically on works that respond and link to the theme Looking back at me. Looking back at me explores figurativism within contemporary sculpture. All of the sculptures discussed in this education pack are representative of people, objects or places that exist in the world. The artists have used their creativity to change characteristics of the person or object to create a new representation of the world. In art history, artists painted and sculpted people, objects and places so they would look as realistic as possible. This was because artists wanted to document life around them. Today we have cameras and film so classic figurative art has become less popular. As technologies have advanced over the last 100 years, artists have enjoyed representing people, places and objects in a more experimental way. This was the beginning of abstraction in art. These figurative works represent people, places and objects but might not be directly representational. Each work has a twist to make us think about who we are, what we do and what surrounds us in the world.

2 Contents Before you visit CASS 1 Peter Burke 2-3 Song Ta 4-5 Zadok Ben-David 6-7 Stephen Cox 8-9 Phillip King John Davies 12-13

3 Before you visit CASS CASS is a unique space that many visiting students find extraordinary. Before you visit you can discuss their expectations of what a large outdoor contemporary sculpture gallery may look like. Sculpture can often seem obscure to those who have had little experience of it, so asking your students some questions in advance will help them begin to envisage our grounds. Suggested questions to ask: Have you ever seen a large outdoor sculpture before? Where was it? Why do you think it was in that space? How could exhibiting artwork outside change its meaning? How big do you think the sculptures will be? Can you name some materials that the sculptures will be made of? How old do you think the sculptures will be? The great thing about our contemporary sculptures is that there are endless interpretations and no wrong answers. We always take time to talk with all groups before they set off into the grounds. We give a brief history of the foundation and our founders Wilfred and Jeannette Cass. We also discuss the commissioning process, from maquette to full-scale sculpture. Any questions are welcomed by our staff and exploring ideas as a group helps us to learn just as much as the pupils! Please use your time at CASS to see as much of the site as you can. Different areas in the grounds influence the works in new ways and offer new learning experiences. Consider for example how a work hidden within the woodland could be interpreted differently when in an open vista. Take time to discuss how works by different artists can respond and link to each other due to their themes, no matter what they are made of or when they were made. 1

4 Peter Burke: Host, 1996 Reclaimed copper and Corten steel Peter Burke, Host, 1996 How does this work link to the theme of Looking back at me? In this work Burke has made 40 sculptures of men who all look the same but are slightly different. All 40 sculptures are life size to the scale of a typical man and arranged in a wave to make them appear naturally from the landscape rather than in a solid line formation. They are all cast from the same mould, originally cast from the artist s body, yet have small differences due to the material they were made from. The human form is often central to Peter Burke s sculpture replicating casts of a model to express a sense of universality. He works in metals like copper, steel and iron, using industrial processes strongly informed by his background in engineering. His work often reflects humankind s relationship with mass production and standardisation through a rhythm and repetition of materials. In creating subtle differences between each of the figures through the casting process, Burkehas enhanced their humanity, as each one is completely unique despite their mass-production origins. 2

5 How was it made? For Host, Burke developed a production press in an aerospace factory, which used crushed copper water tanks to produce an infinite number of variations from a single mould. Copper water tanks can be found in peoples homes as they are used for hot water boilers. The single mould had sheets of copper tanking hammered into it 40 times. Each time the end result was different due to the water tanks folding in different ways as it was hammered and manipulated. Activities and questions KS1 and 2 Ask the children to look at Host and stand among the sculptures. Ask them how many people can they see? How many knees can you see? What part of the body don t the sculptures have? KS3 Ask the children to look at Host and stand among the sculptures. Ask them to point out differences between the sculptures. Then talk about how we all look different, how we have different hair, skin, eye colours and heights - even different sized feet - but we are all similar because we are all humans just like the Host sculptures. KS4 and 5 Relatable yet unique forms are represented in Host. What comments do you think Burke is making on mass-production and humankind? What is the impact of the use of repetition in this piece? Links to other areas: Biology, philosophy 3

6 Song Ta: Why do They Never Take Colour Photos?, 2011 Fibreglass, brick wall, lime-wash and pigment oxide How does this work link to the theme of Looking back at me? Song Ta, Why do They Never Take Colour Photos?, This sculpture depicts Mao Tse-dong who was the chairman of the Communist Party of China for almost 30 years from 1949 to A famous sculpture of Chairman Mao was made by Song Ta s art teacher and was on display in Changsha; the capital of the Hunan province where Mao was born. This sculpture was the muse for the piece now in the grounds at CASS. The original sculpture is unusual as it depicts a young Mao aged 32. Normally the Chairman is depicted in his later life while standing or waving. Song Ta wanted to question why political sculptures are always grey and never in colour so, with a group of friends, he went to the sculpture at night and coloured it in with graffiti paint. The Chinese authorities removed this sculpture the next day, explaining that it had been vandalised. The sculpture was returned to Song s teacher to clean it before it was placed back in the public in its original greyscale aesthetic. The artist asked his teacher if he could recreate the sculpture in fibreglass for the exhibition A Beautiful Disorder to be held at CASS in Song questions why political sculptures are always monochrome by recreating the bust of Mao in greyscale and emphasising his idea by also painting the surrounding woodland in a grey limewash. In doing this he hoped the stark grey area would contrast with the greenery of CASS. It is uncommon to find sculptures of political leaders outside of the country where they held office. Could the lack of colour and displaced sculpture represent Song s alienated and fragmented impression of Mao due to the filter of time? If Song Ta had been practicing 20 years earlier the work would have been classed as a social realist representation of Mao that was idealistic viewpoint of the political leader. However, this work is an abstracted figurative work because of Song s distanced perspective as part of the post-80s generation who did not experience Mao s leadership first-hand. 4

7 How was it made? The bust was initially sculpted out of clay by the artist and his studio team around a steel armature. A mould was then made and the final five tonne fibreglass piece cast in three parts. The sculpture arrived at CASS in May 2016 where its surrounding was sprayed with grey limewash. Activities and questions KS1 and 2 Ask the children who they think the person in the sculpture is? Ask them if they think he is important? Is he a fun person? Is he a sensible person? Why do they think this? KS3 Ask the pupils to think of their favourite famous person and then to draw them as a sculpture somewhere in the CASS grounds. In the sculpture what colour are they wearing? Are they smiling? Which way are they looking? Ask the pupils to tell you why they have picked different characteristics for their famous person. KS4 and 5 Song uses humour to make us question our own relationship to cultural memory and national identity; Why must political monuments be so sincere? Why can t they be fun and playful? Discuss how the appropriation of Mao s image and the title of this piece could link to political discussions and even criticisms of the leader. Links to other areas: World history, politics, photography 5

8 Zadok Ben-David: Exotic Tree, 2010 Corten steel Zadok Ben-David, Exotic Tree, 2010 How does this work link to the theme of Looking back at me? At first glance this sculpture looks like a flat 2D impression of a tree, however if you look closely each branch is made up of tiny depictions of the human body. Set within a wooded glade, Exotic Tree creates an illusory sense of the fantastical or mysterious. By combining a representation of nature and a representation of humanity the artist addresses the close relationship between humankind and nature. For the artist the image of the tree has strong connotations to childhood, imagination and play. Inspired by the natural world, the sculpture responds to its surroundings, changing colour with time. The tree could represent a new co-dependent world where the people are working with rather than against nature. The work is linked to the theme of figurative art due to its representation of both humans and nature separated and integrated simultaneously. 6

9 How was it made? The intricate design was laser cut from a single sheet of weathering steel (trademark COR-TEN). The Light Amplification by Stimulated Emission of Radiation (LASER) is a column of very high intensity light that is focused onto the cutting surface, along with a compressed gas such as Nitrogen or Oxygen. The result is rapid heating, melting and partial or complete vaporizing of the material. Corten steel is the perfect material for outdoor sculpture as the rust that forms acts as a protective layer, and regenerates continuously when subjected to the influence of the weather. Activities and questions KS1 and 2 What can you see when you look at the tree? Draw your own tree and write how many people you would have on it, who are these people? KS3 Use recycled objects like plastic bottles and cardboard boxes to create your own sculpture of a tree. Using recycled material will link to the idea of a harmonious world where we look after nature. This could be a collaborative project for the whole class to create a large tree from their collected items. KS4 and 5 Talk about the relationship of humans and nature. Are we reliant on nature and is nature reliant on us? Do you think Exotic Tree could be representational of our reliance on nature or do you see something else? Links to other areas: Biology, psychology, chemistry, design & technology. 7

10 Stephen Cox: Grand Peregrine, 2009 Dhustone Stephen Cox, Grand Peregrine, 2009 How does this work link to the theme of Looking back at me? This sculpture is an abstract representation of birds of prey, watching and waiting. They first appear like huge blocks of stone but if you look for a longer time the shape of the birds becomes apparent. Cox has used stone because of its heavy, strong and natural appearance, which he finds a powerful combination. The pieces are impossible to move without great effort and machinery, giving the works a steadfast and permanent feeling. Cox relates the physical presence of these works to the unstoppable force of nature. 8

11 How was it made? This work was produced from a single piece of Indian black dolomite (locally known as dhustone) weighing over 15 tonnes. The material, which has been worked in India for millennia, was hand-carved using traditional methods. Activities and questions KS1 and 2 Ask the pupils what they see when they look at this sculpture? Can they see the birds? Draw the outline of a bird sitting and in flight and cut it out in different materials. You could use thin tissue paper, colourful cardboard or plain white paper, make one large landscape as a class with all the different birds. KS3 Draw the outline of a bird and cut it out in different materials, you could use thin tissue paper, colourful cardboard or plain white paper. Talk about how different colours and materials change how the birds look. How do the different colours make you feel? How does the dark colour of Grand Peregrine make you feel and is it effective? KS4 and 5 Discuss symbolism and the impact of using abstract shapes to contextualise artistic ideas. Debate the use of titles within sculptures with double meanings; the term peregrine is also a synonym for alien or foreign and portrays an image of something inaccessible. Consider if you think the open-ended interpretation of the sculpture helps to create the impression of a living form or does it hinder the artist s ideas of human vs nature, fantasy? Links to other areas: Biology, Geography, Geology 9

12 Phillip King: Darwin, 2010 Varnished stainless steel Phillip King, Darwin, 2010 How does this work link to the theme of Looking back at me? This artwork is an example of how a sculpture can be an abstract interpretation of a person. Charles Darwin is a pioneering scientist from the 18th century who postulated the theory of evolution. Philip King made this sculpture to celebrate the scientist 200 years after he was born. King wanted to represent Darwin through shape and colour and did so by dividing his life and achievements into 3 different forms. The oval represents his theory of evolution and the origin of species; Darwin stated that all living beings develop and change from generation to generation through inherited variations. These variations increase the individuals ability to survive and reproduce leading to the survival of the fittest. The triangle represents the young character of Charles Darwin and the square represents his legacy. The square form acts as a type of window or gateway to something new as many people attribute the decline in religion to Charles Darwin s theory of evolution. When all three are interlinked they form a balanced image that is harmonious. The outcome of viewing this sculpture is for us to remember Darwin and remember the impact his theory has had on our society two centuries later. 10

13 How was it made? The work is produced from sections of stainless steel that have been cut into sections and then welded together. The shapes are then made smooth and uniform using an epoxy filler (similar to a car body filler). The work is painted with a primer (so that the paint will adhere), before the final colours are sprayed on. Activities and questions KS1 and 2 Ask pupils to pick someone who is their friend or part of their family. Draw a picture of this person and write their name underneath. Then think of something that reminds you of that person. It could be that a newspaper reminds you of your Grandpa or a bicycle reminds you of your best friend. Draw the item next to the person on your piece of paper. Talk about why you chose that object as a reminder of that person. This could be expanded by bringing in a small item from home that reminds the pupils of someone. KS3 The square represents a window. Why do you think King chose an oval shape to represent evolution? If you could pick a shape to represent a friend or family member what shape would you choose and why? KS4 and 5 Create a technical drawing of a sculpture that is representative of a historical figure using geometric forms. Ensure you add dimensions, colour, materials and an explanation of the forms you chose. Write an artist s statement that explains how your person is being represented in this piece. Links to other areas: History, Maths, Philosophy, Biology, Religion. 11

14 John Davies: Head, 1996 Bronze John Davies, Head, 1996 How does this work link to the theme of Looking back at me? In the 1990 s John Davies introduced large-scale heads to his artistic practice as he wanted to see how people would react if parts of the human body were made bigger. He made the heads with intricate detail to make the viewer feel very small and to give the sculpture more authority than the viewer. The piece questions our place in the world, our mortality is alluded to by the use of flowers in the eyes of the sculpture which are often linked to funeral traditions all over the globe. Davies became interested in forcing a physical relationship with these works in the way that two or three of these monumental heads, when placed close together would insist that viewers would have to squeeze between them. This action essentially simulates the sensation of being in a crowd or standing adjacent to large standing stones. 12

15 How was it made? The artist made a maquette of the work in clay, and the foundry (in consultation with the artist) then made a proportionally enlarged version of the artwork. This is then used to create a mould in which the final bronze will be cast. This involves a coating of rubber that captures in negative the form and surface texture of the original (even the fine imprints of fingerprints), and then a coating of resin or plaster to hold the flexible rubber. After the mould is removed, the original is no longer used and retained for reference only. It is the detailed mould that means faithful editions can be produced. The Morris Singer Foundry, who made this work, was established in 1848, and is recognised worldwide as the oldest fine art foundry. Activities and questions KS1 and 2 John Davies likes to make big sculptures of people so we think about how big we are. Stand next to Head and see how tall you are. Are you taller than the sculpture? Can you find a sculpture at CASS that is bigger than you and bigger than your teacher? KS3 Ask the pupils to use clay or plasticine to create a model of head. When they are making the head ask them to add details; freckles, wrinkles, hair, eyebrows. Discuss how details can change the way people look, and remind yourselves of Peter Burke s Host, where we are all the same and yet different. KS4 and 5 For Davies, the development of this extreme scale provides new opportunities to explore how the human figure may be perceived and how one can relate to it differently in different contexts. Using the figure is a natural way of discussing morality and human existence. Discuss the power of using a recognisable symbol, like the head, to help ground abstract ideas, and also the use of the flowers in the eyes of the scupture. 13