YEAR 10 SEMESTER 2, TERM 4, 2008

The Liminal & The Landscape

– exploring our connection with Place – where our Skin ends and Place begins

Judy Watson Lloyd Rees

Making Dimension

Liminal: a threshold - the space between 2 distinct things eg, our skin, the sea shore.

Landscape: 1 a : a picture representing a view of natural scenery b : the art of depicting such scenery

Skin: any of various outer or surface layers (as a rind, husk)

under the skin : beneath apparent or surface differences : at heart ( dictionary: )

Transpire: to pass in the form of a vapour from a living body

“The desert in the centre of the Australian continent, conveniently shaped like a human heart, becomes the Interior with all its interpretative possibilities. The notion of mental exploration is linked with geographical imagery, particularly that of the desert/wilderness.” Patrick White http://www.nobel.se/literature/articles/hansson/

Fred Williams http://www.nga.gov.au/landscapes/ William Robinson http://amol.org.au/discovernet/tales/landscape.asp

BACKGROUND

In the main, the history of Australian Art across 40,000+ years, is about associations with Place. The landscape is a physical environment, a personalised space/place in which we live. Through memory and our associations with particular places, the landscape comes to embody our sense of self. The landscape has a personality with unique colours, textures, light, smell etc. The landscape can also act as metaphor for the inner space/place through which we take the Heroic Journey to the Centre – to our inner self. As Patrick White explored in Voss – The Red Centre – The Heart – The Self are one. Place can signify a spiritual centre that is far from empty – waiting to be explored.

FACT: 90%+ of the Australian population live on a narrow coastal skin, hugging the watery coastline – huddled in cities.

FOCUS: In this unit you are invited to explore your own connection to Place – Your own Skin – the intangible liminal plane between the physical you and nature. To get you started, reflect on the following questions - Where is your boundary? Can your idea of ‘skin’ take in your surroundings? Think about the idea of TRANSPIRING into Place ie broadening your perspective of Self to take in your environment – how does this happen?

CONTEXT : Geographical, Psychological, Historical RESEARCH BACKGROUND

Australian Art has been concerned with this idea for centuries. It is interesting to consider how various phases of the genre of Landscape Painting have helped create, expand and / or define our sense of Self (as nation and as individuals).

MEDIA: various mixed media (watercolour, collage, graphite, charcoal) on large paper

VISUAL LANGUAGE & EXPRESSION: use the inquiry model to explore the concept using colour, texture, line, composition, overlapping, multiple view points using the following process

RESEARCH and EXCERCISES – week 1/2

1.  Collect a range of images of your favourite place (at least 10), as diverse as possible. Include maps and paste these into your visual diary.

2.  Write down 5 – 8 key words to signify your place.

3.  Visualise yourself in this place, moving, touching things and surfaces, sensing, smelling, etc. Take note of your responses based on each of your senses.

4.  Write about your imagined experience of the place – is it hot or cold? What do your fingers feel when you reach out? What textures surround you, what time of day is it, what is the light like, what season is it? Is there a breeze? Do you feel comfortable and relaxed or alien to the place … ? Transpire into the place – feel it through your skin as well as see it through your eyes. Describe the experience in as much detail as possible in your visual diary

5.  We will view several videos of artists working on mixed media landscape works that go beyond the simple representation of a place. Use these artists as inspiration for your own work. Select one as a mentor and learn from them. Research their place, their working style and their use of media ie how does their choice of media play a role in the communication of the artist’s intention?

DEVELOPMENT – week 2

1.  Make a sketch from memory including all the detail you can imagine. It does not have to be a realistic image but should contain as much expressive mark making and feeling for place as possible.

2.  Work with the memory sketch and develop a crude composition.

3.  Using the images you have collected, select iconic elements that tell the story of your place – eg landmarks, colours, textures, trees, cliff faces, horizon line etc

4.  Make a rough compositional layout by laying down washes as a background, add torn collage elements, charcoal lines etc referring to your mentor’s work

5.  Make alternative compositions until you are happy that your sketch approaches your impression of the place.

6.  Using large mixed media paper, working quickly and spontaneously, layout the composition

RESOLUTION – weeks 3 – 7

1.  Resolve a mixed media work based on Your Place to communicate your feeling about this place to others.

2.  Relate the work to one of the artists listed in the Appraising Dimension

Student Name: Teacher: KM, RV, AH

Due Date: Making Dimension

Criterion / A / B / C / D / E /
Visual Literacy / The student work has the following characteristics:
·  astute defining and creative resolution of visual problems that expressively and innovatively address the concepts, chosen focuses, contexts and media
·  effective and deliberate communication of intended and explicit meanings, demonstrating aesthetic choices through manipulation and control of visual language and expression
·  research, development, resolution and reflection which consistently shows a creative, informed personal aesthetic. / The student work has the following characteristics:
·  defining and effective resolution of visual problems with sustained and consistent relevance to concepts, chosen focus, contexts and media
·  considered communication of intended and explicit meanings, demonstrating aesthetic choices through application of visual language and expression
·  research, development, resolution and reflection which consistently shows an informed personal aesthetic. / The student work has the following characteristics:
·  defining and resolution of visual problems relevant to concepts, chosen focus, contexts and media
·  communication of meanings through use of visual language and expression, reflective of aesthetic choices
·  research, development, resolution and reflection which shows a personal aesthetic. / The student work has the following characteristics:
·  some defining of visual problems and attempting of resolution relevant to concepts and suggested media
·  replication and communication of meanings using visual language and expression
·  research and development achieving some resolution and minimal reflection. / The student work has the following characteristics:
·  attempted resolution of visual problems using media
·  use of images and/or objects
·  copied ideas and information.
Application / The student work has the following characteristics:
·  effective construction and clear communication of intended and explicit meaning applying deep knowledge and critical understanding of materials, technologies, techniques and processes
·  purposeful and considered selection, manipulation and exploitation of materials, technologies, techniques and processes informed by discerning research, development, resolution and reflection. / The student work has the following characteristics:
·  credible construction and clear communication of intended meaning using and applying knowledge and understanding of materials, technologies, techniques and processes
·  selection, experimentation and manipulation of materials, technologies, techniques and processes informed by relevant research, development, resolution and reflection. / The student work has the following characteristics:
·  construction and communication of meaning using knowledge and understanding of materials, technologies, techniques and processes
·  selection, exploration and use of materials, technologies, techniques and processes informed by research, development, resolution and reflection. / The student work has the following characteristics:
·  reproduction of meaning using some knowledge of materials, technologies, techniques and processes
·  use of materials, technologies and techniques drawing on research, development, resolution and reflection. / The student work has the following characteristics:
·  use of materials, technologies and techniques.

Comment

YEAR 10 SEMESTER 2, TERM 4, 2008

Student Name: Teacher: KM, RV, AH

Due Date: Appraising Dimension

Send Me a Postcard

Task:

1.  In the table below, insert a small version of one image by each artist.

2.  Using the template provided, create a postcard. Select a landscape work by one of the artists in the list below. In the space provided for writing, analyse the work in relation to the artist’s use of the relevant elements of art and how they have been employed to communicate meaning. You will need to research the artist in some depth in order to understand their intent and purposefully interpret their work.

John Olsen / Tim Storrier / Robert Juniper
Judy Watson / Brett Whiteley / John Wolseley
Mandy Martin / Kathleen Petyarre / Emily Kame Kngwarreye
Fred Williams / Lloyd Rees / Gloria Petyarre
CRITERIA / A / B / C / D / E
Appraising / The student work has the following characteristics:
·  critical analysis, interpretation, evaluation and effective synthesis of information about visual language, expression and meanings in artwork,
·  an independent and informed viewpoint substantiated by comprehensive and insightful research, development, resolution and reflection
·  consistently accurate and skilful use of relevant visual art terminology, referencing and language conventions. / The student work has the following characteristics:
·  critical analysis, interpretation and evaluation of information about visual language, expression and meanings in artwork,
·  a considered viewpoint justified by effective research, development, resolution and reflection
·  skilful use of relevant visual art terminology, referencing and language conventions. / The student work has the following characteristics:
·  analysis and interpretation of information about visual language, expression and meanings in artwork,
·  a viewpoint justified by adequate research, development, resolution and reflection
·  use of relevant visual art terminology, referencing and language conventions. / The student work has the following characteristics:
·  consideration of information about meanings in artwork
·  an opinion based on some research, development, resolution and reflection
·  occasional use of suitable visual art terminology and language conventions. / The student work has the following characteristics:
·  description and classification of artworks
·  some research to identify artworks
·  use of some language conventions.

Comments:

Liminal Selves – Skin + Land - Resources

A walk through the forest strokes your fur,

the fur you no longer have. And your gaze

down a forest aisle is a strange, long

plunge, dark eyes looking for home.

For delicious minutes you can feel your whiskers

wider than your mind, away out over everything.

William Stafford

A Fantastic Resource – United Galleries http://www.unitedgalleries.com.au/?page=ICONIC&item=*&gclid=CLiU07zcjpYCFQQCagodl0GdEQ

Australian Art Gallery - http://www.galeriaaniela.com.au/Australian%20paintings.htm

Specifically Indigenous - http://www.galeriaaniela.com.au/Australian%20Aboriginal%20paintings.htm

Brett Whiteley Resources – 1mb download - http://www.brettwhiteley.org/education/resources

Emily Kame Kgnwarreye – an outstanding resource http://www.nma.gov.au/exhibitions/utopia_the_genius_of_emily_kame_kngwarreye/the_exhibition/

Art Talk podcasts - http://arttalk.podomatic.com/

Brett Whiteley Studio Link - http://www.brettwhiteley.org/

William Robinson - http://www.evabreuerartdealer.com.au/robinson.html

Tim Storrier Website - http://www.storrier.com/

Writing about Art – some excellent reviews - http://slowpainting.wordpress.com/2008/06/16/cy-twombly-at-tate-modern/