Rivers of the World
Welcome to Rivers of the World, the Thames Rivers of the World links participating Festival Trust’s flagship art and education secondary schools in the UK with partner project delivered in partnership with the schools in developing countries around the British Council. world. All pupils go through the same creative process and by doing so, they are The project produces huge artworks that are encouraged to empathise with their partner inspired by river themes. These artworks are students. The 2019 partnerships are: created through an extended workshop process which is contextualised by trips to Newham + Khartoum (Sudan) the local river and other environmental Peterborough + Rabat (Morocco) studies. Under guidance from professional Warrington & Halton + Addis Ababa & artist, the students then work collegiately, Bahir Dar (Ethiopia) often using media and techniques that will Barking & Dagenham + Jericho (Palestine) be new to them. The end result is a single Exeter + Liwonde (Malawi) work of art made with contributions from the Worcestershire + Nairobi (Kenya) whole student group. This year, over two thousand 12 to 14 year olds students were involved with Rivers of the World. The art workshop programme helps them understand the importance of their local waterfront and the environmental challenges it faces. The creative process they go through with visiting artists provides opportunities for them to imagine the potential for art in their lives. Their ideas are given agency through the design, creation and public display of their magnificent artworks. Exhibitions are organised in each of the participating cities.
Adrian Evans Director, Thames Festival Trust
www.riversoftheworld.org
Front Cover: Artwork detail: Barking Abbey School and Wade Deacon High School Opposite: Artwork detail: Fasilo Secondary School with Martha Hardy
This page: Pupils from St Angela’s Ursuline School by Shona Watt Where we work 2006-2019
Every year Rivers of the World partners children and young people in the UK with their counterparts around the world. The project has so far been applied in 34 countries enabling international collaboration and dialogue through environmental messages and culture.
England
Ireland
Hungary
China
India France Turkey
Nepal
South Korea
Morocco Pakistan
Egypt USA Thailand
Taiwan Mexico United Arab Emirates Palestine
Vietnam
Bangladesh Sierra Leone Ethiopia Sudan
Nigeria
Philippines Sri Lanka
Kenya Brazil Indonesia Zambia
Malawi
Argentina
South Africa
Photos by Adrian Evans
02.03 Lead Artist Shona Watt
London based artist Shona Watt has been the lead artist for Rivers of the World since its inception. Shona is known for creating spectacular flags that have been seen worldwide, from the opening of the “ The artist led workshops provide a Millennium Footbridge in London to the opening of unique experience for students to the Melbourne Museum in Australia. After attending experiment without curricular Ravensbourne College of Art she received a Northern constriction. It’s a chance to Arts Award (1996) and a Crafts Council Award (1997). explore unconventional ideas, Major art commissions include The Millennium Footbridge, Hungerford Footbridge, The London Eye using unusual materials and to Sudan & and Melbourne Museum, Australia. work collaboratively in a playful, supportive atmosphere. Newham To paraphrase Samuel Beckett , ‘Try again. Fail. Fail better.’ ”
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1 Pupils from UTC by Shona Watt 2 Pupils from Ivory Private School by Mohamed Osman 3 Pupils from Chobham Academy by Shona Watt 4 Pupils from St Angela’s Ursuline School by Shona Watt 5 Pupil from Khartoum New School for Boys Photo by Ed Stone by Mohamed Osman
4 04.05 Artist, Sudan Rawan Elbadwi
Rawan is a professional artist who is focused on digital art and oil paintings. As a fine and applied arts graduate from Sudan University of Science and Technology, she has worked with various materials such as ceramic mosaics, stained glass and clay sculptures creating a wide collection of artwork.
She has also been working as an illustrator, facilitating – through art – the learning of languages for children in both Sudan and Saudi Arabia. Safia, pupil from Chobham Academy She is currently working on a Sudanese comic book that raises awareness of human rights in Sudan and is hoping to expand this internationally in the coming years.
Pupil from Chobham Photo by Mohamed Osman Academy by Shona Watt
06.07 Khartoum Sudan
The workshops in Khartoum were based around the history, traditions and environment of the River Nile. Students worked with henna, plastic bags and pottery to create their work. 6
“ The workshop was very different from what we usually do in art classes and the students were very happy and excited. They started telling all of their colleagues and friends, and all the students are asking if there will be another workshop they can participate in. We will try to use the concept of Rivers of the World in our classes from now on.” Mrs. Ikhlas, teacher from Khartoum New School for Girls
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5 Artwork from El-Shaikh Mustafa El-Amin Boys 1 Pupils from Khartoum School with Rawan New School for Boys Elbadwi 2 Pupil from El-Barrary 6 Detail from Kibeida Model School for Girls International School 3 Pupils from Kibeida 7 Pupils from El-Barrary International School Model School for Girls 4 Pupils from El-Shaikh All photos by Mustafa El-Amin Mohamed Osman, Boys School Darkroom Productions
4 5 7 08.09 Newham UK
Using wildlife, trade and city life as inspiration, the students made wonderful work by embossing metal, modelling clay and decorating masks.
Dija, pupil from The Royal Docks Community School
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1 Pupils from Little Ilford School by Shona Watt 2 Pupil from Kingsford Community School by Shona Watt Artwork detail: Little Ilford 3 Detail from Kingsford School with Shona Watt Community School
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Sudan
Morocco & Peterborough
Khartoum New School Ivory Private School El-Barrary Model School Kibeida International Khartoum New School El-Shaikh Mustafa for Boys Ancestors considered the for Girls School for Girls El-Amin Boys School Students focused on the River Nile to be a Students unleashed their Students used plastic Each student chose a city Using pottery and economic activity that transitioning point where imagination by using a bags and paper cups to that is famous because the traditional plates made contributes to domestic they received the paper quilling technique make this artwork River Nile is flowing through from dry palm leaves, the production, such as blessings for new with bright colours in order referencing the pollution it. They portrayed the most students portrayed real farming by the river banks beginnings as well as a to portray all living both in the river and on its famous and distinguished stories that have had an and building tourist resorts. place to wash the evil creatures that can be banks. They also learned buildings, old universities, effect on Sudanese They also researched spirits and illnesses away. found in, around or by the about how factories near facilities and historical communities. Students activities that contribute to Students enjoyed learning River Nile adding to its the Blue Nile throw their monuments. The most shared, and made individuals’ income such about the stories and beauty and heritage. waste in the river causing prominent scenes were reference to, both ancient as tea ladies and each used henna prints chemical pollution. drawn from each city. and recent stories. homemade crafts. and palm leaves to tell a story.
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1 Pupil from Al Joulane School by Chahrazad Zahi Little Ilford School Chobham Academy The Royal Docks London Design & St Angela’s Kingsford 2 Pupil from Abi Gunpowder, Dark Forest, Students were given the Community School Engineering UTC Ursuline School Community School Golden Monkey and theme River Culture. Using The school is based in the Students were assigned Working from the theme Students were shown old Houraira School by Eyebrow & Rainflower are recycled metal sheets they redeveloped docklands the theme Polluted River. River City, students made films about The Royal Docks, Chahrazad Zahi some of a vast range of designed and made of East London. Once the They made masks from head pieces from Albert, Victoria & George V 3 Pupils from Amira names for teas from China. headdresses loosely busiest port in the world, recycled materials recycled cardboard. which were the world’s Aicha School by Students explored the vital based on historical the area was marshlands exploring the concept They researched the largest and busiest docks Chahrazad Zahi role of the River Thames in portraits of English royalty. and teeming with wildlife. of metamorphosis. famous London skyline in the 1880s bringing in an the tea trade. They made They fashioned symbolic Working with the theme and the rapid enormous variety of goods 4 Queen Katharine collaged illustrations elements into the pieces River of Life, students development of its iconic from animals for the Royal Academy based on the exotic and as seen in period Tudor made creatures and architecture during the Zoo, to tea for the nation. by Jeni Cairns fantastical names of teas paintings. wildflowers that would past 20 years. The students modelled 5 Pupils from Imam imported into Great Britain have once inhabited clay pieces based on the AlBoukhai School 4 5 during the 19th century. the area. different imports. by Chahrazad Zahi Artist, Morocco Artists, Peterborough Pupils from City of Aïcha El Beloui Jeni Cairns & Stuart Payn Peterborough Academy by Rebecca Tanner
Aïcha El Beloui is a Moroccan Casablanca-based Artist and garden designer Jeni Cairns has always been illustrator, graphic designer and creative director. inspired by the natural landscape that has surrounded Trained as an architect, she started her artistic practice in her for most of her life. A childhood spent exploring the response to a visceral need to express her obsession about farmland, lanes and areas reclaimed by nature have left citizenship, public spaces, belonging, freedom and the a lasting impression. individual in the Moroccan context, a context she has always actively tried to understand and demystify. She works in a diverse variety of mediums: sculpture, drawing, painting, gardens and natural spaces, focusing She did this firstly through her architecture studies, which on metal and cutting intricate images into it with a hand helped her sharpen her reading of the city and then held plasma cutter. Jeni often uses pre-used industrial through her direct involvement in architectural heritage materials such as oil drums and agricultural machinery and the cultural scene in Casablanca, which brought life as well as new steel and Corten steel to create her work. and concreteness to her understanding. This quest took her through graphic design, photography and illustration: Stuart’s work is rooted in graffiti, animation & an intuitive juggle between representation, interpretation, skateboarding. Process blends his experience of these and appropriation of the unseen, the unsaid but the still forms between subject, surface & medium; bringing daily life undergone and endured. carving marks, movement and colour into his work.
Interacting with a wide variety of materials and subject matter, his current work explores the medium of concrete to create visually compelling works that collide these “Rivers of the world is a lifelong passions, to create unique forms and imagery. fantastic opportunity to raise awareness about one’s own city and about Art as a powerful means of expression, all in a very amusing and constructive way.”
James, pupil from Ken Stimpson Community School
14.15 00.00 Rabat Morocco
These six artworks form part of a series with each one representing the city of Rabat in the bottom and Salé on the top, the middle sections illustrate the river and its banks according to one or more of the suggested themes.
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Ali, pupil from Abi Houraira School
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1 Detail from Amira Aicha School 3 6 Detail from Zerktouni Secondary School 2 Pupils from Abi Houraira School by Chahrazad Zahi 7 Detail from Al Joulane School 3 Pupils from Imam AlBoukhai School by 8 Pupils from Al Chahrazad Zahi Joulane School by Chahrazad Zahi 4 Detail from Al Joulane School 9 Pupils from Amira Aicha School by 9 5 Artwork from Abi Chahrazad Zahi Houraira School with Aicha El Beloui 4 5 3 16.17 Peterborough UK “Students were introduced 6 The students in Peterborough based their to willow which grows on beautiful artwork on the River Nene, 6 Detail from St John Fisher the banks of the River Nene, Catholic High School focussing on the wildlife, pollution and they bent the willow to importance of the river in the history of the make the structure of a city. They used a range of new art techniques boat and then covered the including spray-painting, printmaking and boats in tissue paper to sculpture to create their designs. make them transparent. They also got the opportunity to create cyanotype prints.” Sara Erwin, teacher from Queen Katharine Academy
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1 Ken Stimpson Community School by Jeni Cairns 2 & 3 Pupils from City of Peterborough Academy by Rebecca Tanner 4 Artwork details from Ken Stimpson Community School Olivia, pupil from Queen Katharine Academy 5 Artwork from Ormiston Bushfield Academy with Stuart Payn
4 5 18.19 Artworks
Morocco
Ethiopia & Warrington and Halton
Zerktouni Abi Dar Al Ghoufari Amira Aicha School Abi Houraira School Imam AlBoukhai School Al Joulane School Secondary School School In addition to representing The students represented The students represented This artwork represents This artwork represents The students focused on Rabat at the bottom and the activities, both domestic pollution and its effects on the future of the river. the river’s connection with living creatures. They were Salé at the top of their and economic, happening the creatures of the river. The pupils had to imagine the Atlantic Ocean. informed about a species drawing, the students at in and around the river. The tramway is also how the two banks of The students focused on known as Bou Regreg this school were asked to They also emphasized the present as a new element the river would develop the presence of pirates and were asked to imagine the different living bridge to highlight the fact that has radically changed through the decades and and on the importance imagine what other kinds species found in the river that only a few years ago the relationship between also how the pollution of the river port as a of creatures could live in and to represent them it did not exist. the two cities of Rabat would affect the river source of importing and the river. through drawing. and Salé. and its creatures. exporting different goods in the olden days.
Peterborough
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3 City of Peterborough Ormiston Bushfield Thomas Deacon St John Fisher Ken Stimpson Queen Katharine Academy Academy Academy Catholic High School Community School Academy Students examined the The students explored Cathedral historians Students investigated the The students talked about Students discussed how 1 Pupils from Cardinal economies of rivers, in the ancient roots of believe that part of the different forms of life in and pollution and discussed people use rivers. They Newman High School particular, the emerging Peterborough’s existence placing of the church in the around the river and the wildlife and habitats of made cyanotype prints from by Kirsty Rae river economies of and relationship with the location it is in, is due to the talked about the the River Nene. They stencils they had made with 2 Pupil from Abune Peterborough’s radically River Nene. They easy ability to transfer importance of looking after experimented with inks to paper using the sunlight, Gorgorios School modernised South Bank. researched many of the quarried stones by river. our waterways. They did create watery abstract basing their designs on the by Martha Hardy They focussed on the new city’s major milestones and Students looked at life on lumen printing by laying cut images, some were wildlife that uses the river South Bank art centre using a variety of the river and created outs and objects such as inspired by clean healthy such as kingfishers, otters 3 Pupils from Bridgewater which regenerates one of spray-paint and stenciling landscapes celebrating leaves, grass and coral on water and others by and swans. The students High School by the city’s largest riverside techniques, the students both the cultural impact the photographic paper and turbulent toxic water. designed boats and then Kirsty Rae industrial mills. used this research to inspire Cathedral has on the city, exposing it to the sunlight. Students then created wire built them three- 4 Pupils from Nazereth the chain link design. as well as the traditional sculptures of water dimensionally using willow Secondary School by artwork of narrow boats. creatures. and paper. Martha Hardy 4 Artist, Warrington & Halton Artist, Ethiopia Kirsty Rae Martha Hardy
Having spent a decade teaching in further education, Martha grew up in London where she studied fine art then artist educator Kirsty Rae is now freelance and working illustration before working as a book illustrator and artist with schools, colleges and universities in the north west of in schools. About 12 years ago she was invited to train fine England. She holds a degree in Fine Art from Newcastle artists in Addis Ababa on textbook illustration and she University and has a wealth of experience delivering a never left. wide range of artistic techniques to students of all ages. Fikir Sisay Belay, pupil from Kirsty is particularly interested in drawing, painting and She continues to do similar work there, teaching art, Africa Andinet No.1 School printmaking and uses these processes in her own training teachers to be more creative, making artwork with practice. She has a keen interest in educational projects students, taking photos, and drawing pictures. Her work is and community arts. varied, but arts and education are always at its core.
“ When the students create their RotW artwork the classroom constantly changes. One moment it’s silent, and then the adults must be silent too so that the students can deeply concentrate. The next moment it’s over excited, the next full of challenges, then achievements and celebration. It is always dynamic. One students said, ‘It helped us use our brains!’ another explained, ‘I started to realise what I am capable of doing’, and ‘I am very, very happy’. I think this is how a classroom should always be.”
Pupil from Fasilo Secondary School by Martha Hardy
22.23 Addis Ababa & Bahir Dar Ethiopia
Students researched hydroelectricity, pollution and songs associated with their river and made lovely artwork using recycled materials, shoelaces, shells and beads.
“Please continue the project as it is inspiring. 6 I want Rivers of the World to be embedded in the curriculum.” Ayenew Terefe, teacher from Fasilo Secondary School
Pupil from Ghion Secondary School 1 2
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1 Pupil from Africa Andinet School by Martha Hardy 2 Pupil from Ghion Secondary School 5 Artwork from Abune by Martha Hardy Gorgorios School with Martha Hardy 3 Pupils from Abune Gorgorios School 6 Detail from Ghion by Martha Hardy Secondary School 4 Pupils from Nazereth 7 Pupils from Ghion Secondary School Secondary School by Martha Hardy by Martha Hardy
4 5 24.25 Warrington & Halton UK
The workshops in Warrington and Halton focused on the industrial history, boats and pollution of the River Mersey. Students used bunting, inks and printmaking to create their artwork.
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Dylan, pupil from Wade Deacon High School 4
1 Detail from Sir Thomas Boteler Church of England High School 4 Artwork from Cardinal Newman High School 2 Pupils from Wade Deacon High School 5 Pupils from 5 by Kirsty Rae Culcheth High School by Kirsty Rae Artwork detail: 3 Pupil from Beamont Culcheth High School Collegiate Academy 6 Detail from Wade with Kirsty Rae by Kirsty Rae Deacon High School
6 26.27 Artworks
Ethiopia
Malawi & Exeter
Menelik II School Africa Andinet No.1 School Abune Gorgorios School Nazereth Secondary Fasilo Secondary and Ghion Secondary and The Tekeze River is a main The school is in the heart of This artwork brings School Preparatory School Preparatory School tributary of the Atbarah River, Piazza, a central shopping together different elements The Blue Nile drives Students considered how The Blue Nile creates a which flows into the Nile. area of Addis. Bustling of the life of the school hydroelectric power stations their city had grown through resource for communication A backlog of manmade markets full of colourful fruit, through the song Abay, providing electricity for networks of trade due to its between students in and natural waste builds vegetables and shopping Abay, Abay (Abay is the Ethiopia. Students explored river and lakeside location. Ethiopia and students in up in the Tekeze. Students bags, make up the local name for the Blue how power is created from They created silver, shell Sudan. Students considered depicted this by creating surrounding culture. After Nile). Students learnt the the movement of water and and bead necklaces in the what messages they standing sculptures of discussing the Blue Nile song then painted small considered how this could local style, decorating them would like to send to fellow things which should be in students created their own food tins to be used as be expressed visually. They with pendants representing students in Sudan and how the river, like birds and songs about the river set to drums to add rhythm. created circular artworks traded goods such as to get them there. They boats, but making them famous Ethiopian songs These tins were then using shoelaces, which bananas, mangos and refined their messages to from the debris of human which they then represented combined to create the are sold on the street in fish, and cultural ideas, one word such as unity and life such as old boxes and through dance, striking embroidery pattern on a central Addis Ababa which were also shared friendship, and invented sweet wrappers. poses for photographs. traditional Ethiopian dress. where their school is. along the trade routes. patterns to represent them. 1
Warrington & Halton
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1 Pupils from Balaka Wade Deacon Beamont Collegiate Bridgewater High School Sir Thomas Boteler Culcheth High School Cardinal Newman Secondary School High School Academy Students studied the story High School From the school you can High School by Akulu Lipenga Students looked at the Since the 1980s the River of the return of the Atlantic Students looked at the see a restored mill and the Students studied how the River Mersey’s history of Mersey has been used for Salmon to the River Mersey controversial plans to area is famous for its river is used for trade in 2 Artwork from Dawlish severe pollution. They leisure by Warrington and the rich ecosystem harness tidal power as a industrial history. Students modern times and did College learned about the Rowing Club. Students that now exists. They made renewable source of represented their river’s rich charcoal drawings of the 3 Pupils from Liwonde devastating effects on the made bunting to represent some plaster casts of energy in the Mersey history of trade by drawing huge shipping cranes at Secondary School ecosystem of the river due the rowing regattas and flora and fauna found on basin. They explored the the intense network of Liverpool 2 container by Akulu Lipenga to the rapid growth of explored making boats to the banks of the river and need for renewable roads and towns that are terminal. They took industry during the be viewed from above. The then created some mixed energy versus the situated along it. The area inspiration from these and 4 Pupils from Dawlish industrial revolution. inspiration came from Peter media ink drawings of environmental impact. was once named the made folding box drawings College by Liz Lithgow Students came up with the Blake’s design for a the different species of They made turbine rotors workshop of the world, using vintage maps and 5 Pupils from Ferry LEA idea of a timeline showing Liverpool passenger ferry birds and fish that inhabit printed with symbols for students used patterned looking at artists who are School by Akulu Lipenga how the river has improved. Everybody Razzle Dazzle. the river. power to represent the cotton boats to illustrate this. inspired by aerial views. opposing sides of the 4 5 debate. Artists, Malawi Macpherson Ndalama and Akulu Lipenga
Macpherson Ndalama, 24, is one of the most diverse Akulu Lipenga is a talented visual artist based in Malawi. Malawian visual artists. From a young age, his passion He graduated from the University of Malawi’s Chancellor has been to make a positive impact through his skills in College in 2017 with a Fine Art Major. He has since been arts and his desire for shared values. Through the art creating and experimenting with art, working with collective, Zaluso Arts, which he helped start up as a illustrations and writing. Akulu is co-founder of a student, he has worked with countless local and Malawian art collective known as Zaluso Arts where he international organisations and individuals. manages their social media platforms, helps in event management, curating and working as a visual artist.
“ I’m really glad to have been part of helping the kids experience things they’ve never had a chance to experience before. It was amazing watching them “ It’s an awesome experience pick-up the building blocks so watching kids use art techniques easily and seeing what they came that they have never been up with. I was a bit jealous .” exposed to before and still be able to come up with masterpieces. I am humbled to have been a part of their artistic metamorphosis.”
“ The trip was a life changing experience and I have formed strong partnerships with the teachers from our cluster locally. We hope that this project will lead to the expansion of our existing school links and wider impact for our St Peter’s Malawi Education Trust. We hope to widen our whole school participation, in involving the Global Development Goals in our teaching. It was eye opening teaching in Malawi as part of this amazing project. The students in Malosa Secondary School really loved the opportunity for creativity and group work, and this experience has helped me bring the project to life for my students back home. It has inspired me to tackle more global issues within the art curriculum.” Photo by Vanessa Crocker Vanessa Crocker, teacher from St Peter’s Church of England Aided School 30.31 Liwonde Malawi
Students from Malawi researched the River Exe in Exeter and made artworks as a response to pollution, wildlife and city life, using origami, lego and painting.
Beatrice Banda, pupil from Liwonde Community Day School
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Opposite: Artwork detail: Ferry LEA School with Macpherson Ndalama and Akulu Lipenga 1 & 2 Pupils from Namaloma Community Day School by Akulu Lipenga 3 Pupils from Liwonde Community Day School by Akulu Lipenga 4 Pupils from Malosa Secondary School by Akulu Lipenga
4 32.33 Exeter “ The trip allowed me to gain knowledge of other cultures first hand to share with my students and UK family and it altered my own thoughts and outlook on life and consumerism. The teacher training Schools in Exeter took inspiration from their session was a great way to facilitate positive travel to Malawi and made work to represent action in the schools in Malawi – gender equality, the culture and wildlife of Liwonde. One mental health and tackling the UN sustainability school chose to base their work on the River goals in interactive cross-curricular lessons. The Exe and the life that exists within it. teachers are planning to visit each other’s schools during the return visit. We are planning an Africa week at Dawlish College in October to coincide with the Malawian teachers visit. ” Liz Lithgow, teacher from Dawlish College
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1 Artwork from St Peter’s Church of England Aided School 2 Pupils from Malosa 4 Secondary School during the teachers visit to Malawi by Vanessa Crocker 3 & 4 Details from Atkinson School Artwork detail: Dawlish 5 Pupils from Dawlish College with Liz Lithgow College by Liz Lithgow and Steven Buckler
5 34.35 Artworks
Malawi
Kenya & Worcestershire
Liwonde Secondary Malosa Secondary Balaka Secondary Ferry LEA School Liwonde Community Namaloma Community School School School The students had an Day School Day School The students discussed The students learnt the The artwork comes as a amazing discussion on the Having been introduced to The students learnt about the value of bridges and story of Countess Isabella, response to the fact that resourcefulness of boats a few facts about the city of some of the animals found their importance in a story about a resilient most of the river or water as a way of transforming Exeter, students teamed in Exeter and also learnt connecting communities. and innovative individual pollution in the world is the river. In teams, they up to create Lego about animals that they’ve This collage shows a who has inspired female caused by humans. The created their own Lego impressions of important seen in Liwonde. With mixture of bright solid empowerment. Students students imagined a world boats and made a pattern buildings that keep the city photo references, they shapes set against bridge were asked to draw how where robots would help from hand-made origami going. They paid special were tasked to draw and structures which are left in they think, or they’d like, defeat pollution and swans around it. They attention to waste disposal paint the animals they had black and white for Countess Isabella to look safeguard the river. were particularly interested points, security and learnt about. contrast. like. After which, they built in hearing that the Queen’s alternative energy sources the type of castle that swans can be found on such as solar panels. the Countess may have the banks of the River Exe. lived in.
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Atkinson School St Peter’s Church of Dawlish College Students looked at the England Aided School Students focused on environment of the River In Malawi the River Shire female African role models 1 & 2 Pupils from Tudor Exe, focusing on the provides the main source as gender inequality is Grange Academy particular fish that live in it of power through such a big problem in by Claire Mills and creating line drawings hydroelectricity and Malawi. They produced 3 Pupils from Juja Road of them. They used students explored how linocut prints based on Primary by James Njoroge different media to create problems of deforestation the portraits of Gregoire backgrounds giving the are causing siltation, Boonzaier and looked at 4 Pupils from City Primary illusion of water such as ink, reduced water flow and colourful African fabrics. School by James Njoroge paint and collage. They intermittent power. Students Animals and patterns from 5 Pupils from St Theresa decided to include a map created individual lino the River Shire and Malawi Girls’ School by James reference to give it a place prints, each telling a story were used as inspiration. 5 Njoroge and show the proximity of of life surrounding the river. the river to the sea. Artist, Kenya Artists, Worcestershire James Njoroge Sarah Brown & Pete Ashton
Pupils from St Theresa James Njoroge is a collage and caricature artist based in Sarah studied Applied Arts at The University of Girls’ School by Limuru, Kenya. He learnt most of his skills at Kenyatta Hertfordshire graduating with a First Class Honours James Njoroge University where he pursued a Fine Art Degree and degree in 2010, where she specialised in glass and used graduated in 2012. illustration in her work. She enjoys adapting techniques to apply to different materials, most specifically Sarah has a keen interest in working with glass and vinyl.
Pete Ashton is a multidisciplinary multimedia artist creating transformative site-specific work, online and offline. His work uses media technologies to explore how “ Learning about the River Severn we perceive and understand the world around us, from with schools has been such a camera obscura lens art to algorithmic image manipulation. great experience and journey for me. I’m sure students can say they visited the UK through this project. I deliberately chose different mediums and techniques for each school because every school is unique and they can learn from “ It was a real pleasure to bring the each other. Most of the materials simple power of the camera we used were collected just to obscura to Rivers of the World this show we can make art from year, having students build their anything around us.” own working scientific and artistic tool from plastic magnifying glasses, tracing paper and cardboard boxes. Using a visual focussing device to create a work which ties together two schools 4,000 miles apart felt nicely apt.” Pete Ashton, artist from Worcestershire
Naila Herah, pupil from Langata Junior School
38.39 Nairobi Kenya
The students from Nairobi researched the River Severn and the River Avon. They used collage, role-play and printmaking to convey stories and represent their findings.
“This year’s project proved to be an eye-opener to the pupils as they got a chance to learn new art skills as well as grow their scope of knowledge of different rivers especially the River Severn.” Arnold Njoroge, teacher from Langata Junior School
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Opposite: Artwork detail: Langata Junior School with James Njoroge 1 Pupils from City Primary School by James Njoroge 2 Pupils from City Primary School by James Njoroge 3 Pupils from Juja Primary School by James Njoroge
40.41 Worcestershire UK
The schools in Worcestershire focussed on their partner country of Kenya, from where many of the teachers had just returned. They made work referencing patterns & fabrics, plantations, safaris and skylines.
“Wow we loved it! Some of the boys were really inspired by the way Pete merged his photographs 1 together and are developing their own work in this style.” Clodagh McGee, teacher from Nunnery Wood High School
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1 Detail from Tenbury 3 High Ormiston Academy 2 Pupils from Tudor Grange Academy by Claire Mills 3 Pupil from Northwick Manor Primary School by Sarah Brown 6 Artwork from Nunnery 4 Pupil from Pershore Wood High School High School by with Pete Ashton Sarah Brown 7 Pupils from Pershore 5 Detail from Pershore High School by High School Sarah Brown
5 6 42.43 Exchange visit to Nairobi, Kenya “I have gained confidence and renewed excitement about teaching and the power of Art to change lives. I have, in the process “The trip was a once in a of planning for the trip and lifetime experience. since getting back, begun A chance to experience to develop new resources new things/cultures and and projects and will be broaden ones own horizons. rolling these out in the next This can only have a academic year with many positive impact on our age levels in the school. teaching back in the UK.” The project has also stopped me from feeling Stephanie Wellings, teacher from Chadsgrove School isolated, it gave me a new teacher network to share good practice with and develop expertise, and the friendships that developed are an unexpected bonus.
The visit to Kenya has resulted in collaborations with artists and schools. Further projects will be carried out in the new academic year including a mail Art project.
My students are also doing work inspired by the Kenyan Kibera slums with a view to creating an exhibition locally with some fundraising ideas woven into the project.” David Reid, teacher from Pershore High School
“Visiting and working in Nairobi, in particular Langata Junior School, was a privilege and an opportunity that will reside for a lifetime. I was humbled by the experience which provided a vast contrast to our environment here in the UK but was equally full of warmth and happy, vibrant students” Claire Mills, teacher from Tudor Grange Academy
Photos by Claire Mills
44.45 Artworks
Kenya
Palestine & Barking and Dagenham
Brookhouse School Brainston Academy City Primary School St. Theresa Girls’ Juja Road Primary School Langata Junior School Inspired by the Dragon Students were inspired by The students made a Primary School Students created different Students were inspired by Boat Festival on the River the discovery of iron along photographic comic strip to Students looked at types of fish found in the the interesting ‘marbling Severn and an ancient the river and how that illustrate how the River different ways the River River Severn using foil effect’ that oil and liquid Roman relief sculpture spurred the industrial Severn got its name from Severn is helpful to people paper and cardboard with pollution has to the rivers showing the invasion of revolution and the growth Geoffrey Thompson’s who live and work around a watercolour background. water. They collected items the Romans into Britain, of cities. They created wire History of the Kings of it. They chose different They were inspired by the that are usually found students created colorful drawings of different Britain. They created the activities and created huge variety of fish found in polluting the river and paper reliefs using buildings and bridges script, storyboard and beautiful prints using the river. created a marbled effect collected materials. found along the river. costumes and used their Styrofoam plates. on them using nail polish. beautiful colonial school architecture as a prop.
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Worcestershire
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Pershore High School Northwick Manor Ombersley Tenbury High Chadsgrove School Nunnery Wood Tudor Grange The students visited the Primary School Primary School Ormiston Academy The students took High School Academy artist’s studio to create Coffee plantations The children celebrated The river is used as a inspiration from the use Pupils constructed Using photos from their work based on near Nairobi are a big the amazing life present resource for both artists of scrap fabrics to camera obscura Langata Junior School their teachers photos of source of pollution for in the countryside of and animals alike, so repurpose into useful viewfinders to match in Nairobi as inspiration, Nairobi. They started by the river. They cause Nairobi. Their teacher the students started new objects. Women in aspects of their school pupils explored their building the city using damage to the was lucky enough to with this as their Kenya create bright, to patterns found in school with camera different materials. ecosystems within see these animals on inspiration. They used highly patterned photos from their obscuras looking for 1 Pupils from Jericho They then added Kenya whilst going a Safari drive during a range of scrap glass, jewellery and head teacher’s trip to Juja patterns and shapes by Hareth Yousef people to the scene unseen. The children the project visit so the African patterns and dresses to wear for Road Primary School in before decorating their 2 Pupils from Eastbury using an illustrative set about working with children recreated their their love of animals to celebratory events. Kenya. Their resulting hand-made cameras. Community School style. Finally, they coffee as their medium. versions using pipe create work. The students created photographs were The resulting work by Shona Watt worked in glass to They created shadow cleaners to create brightly coloured algorithmically merged combines images bring everyone’s animals as a bit of a animals and making beads using papier to create a stained- taken and made by 3 Henna artwork from ideas together adding metaphor for the their own Savannah mache techniques and glass window all pupils. Riverside School texture and decorative destruction that is with paper and lots adorned Savannah combining essences 4 Pupils from Jericho processes. occurring. and lots of glue! with stunning jewellery. of both schools. by Amer Shomali
3 4 Artist, Palestine Amer Shomali
Amer Shomali is a Palestinian multidisciplinary artist. He uses painting, films, digital media, installations and comics as tools to explore and interact with the sociopolitical scene in Palestine.
Born in Kuwait in 1981, Shomali holds a BSc in Architecture from Birzeit University in Palestine, and a Master’s degree in Animation from Bournemouth University in the United Kingdom. He is currently based in Ramallah, Palestine.
Samer Wahdan, pupil from Aqabet Jaber Basic Boys School
“It was an interesting exercise this year, trying something more contemporary and conceptual rather than actual representation, focusing on feeling rather than events, exploring the future rather than revisiting the past.”
Photo by Hamza Shomali Photo by Hareth Yousef
48.49 Jericho Palestine
Amer invited all 75 students from the six participating schools to visit the Palestinian Museum in the town of Birzeit and see the current exhibition Intimate Terrains, which examines the Palestinian landscape and the river as one of its elements. They made artwork inspired by what they saw.
Jumana Awatleh, pupil from 1 Masqat Secondary School for Girls
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Artwork detail: Masqat Secondary School for Girls with 1 - 4 Pupils from Jericho Amer Shomali Photos by Hareth Yousef
4 50.51 Barking and Dagenham UK
The schools from Barking and Dagenham are in their second year of the programme and so based their artwork on their partner city, Jericho. They used embroidery, collage and sculptures to make their designs.
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1 Detail from Riverside School 4 2 Embroidered glove from Robert Clack School 3 Pupils from Dagenham Park School by Shona Watt 4 Artwork from All Saints Catholic School 6 5 Artwork from Dagenham Park School Ikram, pupil from 6 Pupils from Robert Eastbury Community School Artwork detail: Clack School by Riverside School Shona Watt with Shona Watt
5 52.53 Artworks
Palestine
Aqabet Jaber Basic Auja Basic Co-Ed School Ein Al-Sultan Fatima Al-Zahra Jericho Secondary Masqat Secondary Boys School Inspired by Steve Sabella’s Co-Ed School Secondary School School for Girls School for Girls Inspired by Hasan work No Man’s Land, the In response to Larissa for Girls The students imagined the Students made artwork Daraghmeh’s Flower of students created a piece Sansour’s Nation State, Students imagined living in River Jordan and created from photos they took in Salt artwork, where intimate of work entitled Our Share which represents Palestine a high-rise tower block in an artwork, Our River, the museum and inspired memories of place which represents the lack as a high-rise tower, Jericho, with no access to which highlights the by research of their local become a vibrating pixel of water in Palestinian a commentary on the land, the breeze or natural injustice of water access area on google maps. on the screen, the students territories. continuous land smells. They depicted how and distribution between They found that their revisited the topographic confiscation, destruction the tower would be seen Palestinian and Israeli surroundings, including the maps of their area of and demolition, the by someone standing by territories. river, were unrecognisable residence in Jericho and students created work the river. as the images are made magnified artworks. based on imaginary pixilated so as not to scenes that one would reveal Israeli military see from inside the locations. tower block.
Barking and Dagenham
Barking Abbey School Eastbury Community Riverside School Robert Clack School All Saints Catholic School Dagenham Park The Rose of Jericho School Palestinians in the past Indigo dye was The thobe is a traditional Church of England School otherwise known as the Students were introduced would dig out black traditionally used by newly Palestinian dress, heavily Embroidery is an ancient Resurrection Plant grows in to Palestinian embroidery stones from the riverbed. widowed Palestinian embroidered with silk craft in Palestine. Brightly dry deserts and can live and its modern use in art to They were known as women to dye their thread in geometric dyed silk thread is used, without water for years. It make political statements. Dead Sea Stones and wedding dresses. The patterns. Students used mostly on women’s curls into a ball without Traditionally a women’s were made into plates indigo plant from the sequins to design their dresses to illustrate water then magically craft, it has now been taken and vessels. These were Jordan Valley was used to own motifs based on symbolic references from unfurls into its original up by imprisoned men in then highly decorated produce multiple shades desert creatures, the water nature and more recently, green state with a touch of Israeli jails as a means of with patterns. Students of blue dye which the shortages and referencing has developed into moisture. Students made expression. The pupils each made a clay plate widow would use to colour the Palestine of the past as political references. Artwork detail: elements of the plants made images on isometric and designed their own all her dresses. The a lush and fecund country. Students made images on All Saints Catholic School using recycled metal as a paper to imitate the style patterns with which to students made real graph and isometric with Shona Watt reference to the problems of geometric embroidery. decorate their plate. embroidery pieces on drawing paper illustrating with water shortages that gloves dyed in indigo blue. various elements of past the Palestinians suffer from. and modern embroidery. Thames Festival Trust is delighted to have launched a teacher focused art based learning programme for primary schools called The Story of Water.
Schools in Newham, Warrington, Halton, Peterborough and Lagos have started their journey by taking part in Continuing Professional Development (CPD) sessions, art workshops and international partnership meetings. Based on a new Story of Water educational resource pack, schools have begun to develop a host of work including poetry, artwork, displays and whole school Global Goal learning.
2 “I really enjoyed the CPD and I think it is a great initiative. There are many strengths to the project but overall it is great that we have the opportunity to
1 broaden ours and our children’s understanding and knowledge of international schools, environmental issues and global geography in a very real and meaningful way.” Rubina Rehman, teacher from Elmhurst Primary School 1 Artwork from Southfields Primary School Pupil from Southfields Primary School 2 Pupils from Leighton Pupils from Leighton Primary School by Andy Primary School by Moore Andy Moore
56.57 1 2 5 The Story of Water at Leighton to produce a permanent river tableau “Overall the strength of the Primary School, Peterborough which will be mounted on a wall by the project was being able to main entrance of the school. involve everyone across At Leighton Primary School, two Year 3 the school and the great classes took part in The Story of Water Alongside the art project, we have also artist sessions. Amazing! project. We began with an initial written descriptive river poems and I have loved it!” assessment which, as we suspected, have learnt about the plastic crisis, its revealed that most children were very impact on river and marine life and Peter Richards, teacher from unsure of what a river was and how it potential solutions. William Law CE Primary School was different to other bodies of water such as lakes, ponds, the sea and Moving forward, we have incorporated streams. It also showed that the the Rivers of the World units of work into children had very limited awareness the Geography curriculum for each of what could be done to look after year group in Key Stage Two, and we our environment which for most children plan for our classes once they move was limited to not dropping litter and into Year 4 to learn about our partner switching taps and lights off. school’s country, Morocco and to conduct an art project based on their We taught the children about rivers local river. and their features, and we spent a day in Nene Park doing a range of The children have really enjoyed activities close to and connected to working with a professional artist, and 4 6 the River Nene. have learnt many new skills from Stuart. Already an artistic class, he has The following day we began our Art inspired many of the children to pursue project, led by artist Stuart Payn, which their artwork. The children have also 1, 3 & 4 Pupils from took place over three days. On the first begun a learning journey which will Nigeria by Five Cowrie day the children experimented with continue over the next four years which Creek Initiative mark-making and spray-painting with will make them much more aware of 2 Artwork from Leighton stencils. The outcomes were used on the Global Goals for Sustainable Primary School the second day to make individual Development and of their own impact 5 Pupil from Leighton collaged fish, and then on the final day on climate and the environment. Primary School by Andy Moore to produce a final group collage of a 3 Abigail, pupil from St Joachim’s Primary School 6 Artwork from Southfields river scene. These collages were Andy Moore, teacher from Primary School photographed and combined digitally Leighton Primary School
58.59 “The CPD provided Artwork from Calverton Primary School with Ursula Kelly inspirational art ideas which could be used across the curriculum. There was a very clear explanation of the Story of Water and the education resources. Good networking opportunities too.” Richard Jones, teacher from Farnworth CE Primary School
60.61 Supported by:
The Thames Festival Trust Bargehouse, Oxo Tower Wharf, Barge House Street, London SE1 9PH Supported by the National Lottery Heritage Fund through Nenescape Landscape Partnership Scheme Tel: 020 7928 8998
Riversoftheworld.org With thanks to Wychavon County Council, Severn Arts and Exeter Phoenix #riversoftheworld A Thames Festival Trust project delivered in partnership with the British Council