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Schools' Resource ProGRESS William Hogarth - The Rake’s Progress (Parts 1, 4 and 8), 1733 WILLIAM HOGarth: William Hogarth (1697 - 1764) was popular with both artists and the public. He was a keen supporter of the Foundling Hospital and set up the country’s first public art gallery at the Hospital to promote British artists and to bring in wealthy people who would in turn support the Hospital. The ‘Progress’ exhibition and this resource explore how Hogarth’s work continued to inspire future generations. His series of paintings, A Rake’s Progress, explores themes of lust, money and greed through a story with strong morals in it. HOW THE RESOURCE WILL WORK: This resource has been written by artist Daniel Wallis to support teachers visiting the Foundling Museum’s exhibition ‘Progress’ and makes links to its permanent collection. The resource can be used as a tool to support teachers leading a session independently in the Museum, or used to accompany the artist-led workshops for which we have a charge of £90 per group (if you are coming on a self-guided visit please bring your own pencils and paper). It is advised that you read through all sections before starting to help with your knowledge of the exhibition and artists. The resource is designed for you to easily differentiate the questions and activities to suit your group. A guide amount of time is given for each section; the whole resource can be used to lead a session of up to 2 hours. NATIONAL CURRICULUM LINKS: The use of this resource, the Museum and the exhibition can be used to augment your teaching back in school, making links to Citizenship and Art & Design at KS2 and KS3 especially in these areas: • The roles played by public institutions in society. • The ways in which citizens work together to improve their communities. • Learning about great artists, architects and designers in history. • Expressing reasoned judgements that can inform their own work. • Using a range of techniques to record students observations in sketchbooks, journals as a basis for exploring ideas. • Learning about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day. IntroDUCTION: ProGRESS OF A FounDLING ThE CommiTTEE Room Emma Brownlow - The Christening READ THIS TO THE GROUP: Before exploring the exhibition let’s find out a bit more about the Foundling Hospital and the Foundling children. The Foundling Hospital opened in 1739 and closed in 1953. Life for a Foundling child would have been different depending on the different historical periods of the Hospital such as the Georgian and the Victorian eras. It began as a place to look after and educate deserted or unwanted children in the Georgian era and evolved into the contemporary 20th century charity Coram, an organisation that helps foster children across the country (it’s named after Thomas Coram, the man whose vision it was to set up the Foundling Hospital). We could describe the original Hospital as a mix between an orphanage and a school. DISCUSSION Questions (5 MINUTES): Find the Emma Brownlow paintings The Christening and The Foundling restored to its Mother. These Victorian paintings show two events in the life of a Foundling, can you find the clues in them that reveal: • All babies were christened with a new name. • Foundlings were brought up as Christians. • older girl Foundlings helped look after the younger ones. • All Foundlings wore uniforms - girls wore uniforms like maids and boys wore a uniform similar to a soldier. • Girls were expected to become maids in domestic service and boys were expected to enter the military or apprenticeships. • if a mother found herself in a better financial situation and with a husband she could reclaim her child. • The room you are in is a reconstruction of one of the rooms in the paintings. FACTS: READ TO THE GROUP other facts about the life of a Foundling: • originally only children under 1 year old were taken in, using a lottery system to limit the numbers. • Babies were given to local wet nurses in the countryside to feed and bring up until they were old enough to join the Foundling hospital (3-5 years old). • The Foundlings were well educated and taught maths, english and skills such as sewing for girls and rope making and marching for boys. • Music was taught at the school and most of the Foundlings were in the choir. Some of the boys played instruments in the boys band. imagine yourself as one of the Foundlings in these paintings in the Committee Room William Hogarth - The March of The Guards to Finchley FACTS: READ TO THE GROUP The painting on the end wall of the Committee Room, The March of The Guards to Finchley, is a great example of how Hogarth helped raise money for the Hospital. Instead of selling the painting, Hogarth sold lottery tickets offering the painting as a prize. Money raised from selling these tickets went to the Foundling Hospital. He also gave some of the tickets, including the winning ticket to the Foundling Hospital. The Hospital was able to keep both the painting and the money raised from the tickets sales. HOGarth: A RAKE’S ProGRESS PRoGRESS EXhiBiTioN READ THIS TO THE GROUP: Hogarth was already a well know artist before he started supporting the Foundling Hospital. As well as setting up the country’s first public art gallery at the Foundling Hospital he also: • Designed the Hospital uniforms that the Foundlings wore. • Supervised the wet nurses that looked after baby Foundlings. • Designed the Foundling logo. • Organised art exhibitions. • Raised money for the Foundling Hospital through public events. • Was one of the first Governors of the Foundling Hospital. William Hogarth - The Rake’s Progress: 1. The Heir- 1735 ACTIVITY (10 MINUTES): The Rake’s Progress is a series of eight paintings that tell the story of Tom Rakewell - the son and heir of a rich merchant, who comes to London, wastes all his money on luxurious living, partying and gambling and as a consequence ends up first in prison, then in a psychiatric institution. on display are etching copies of the paintings. In groups of three take one word from the list below and try to link it to one of the scenes: Fortune Partying Help Disapproving Money Fun Greed Waste Violence Gambling Begging Friendship Then find Tom Rakewell in your scene and think about why hogarth has painted him in that way – look at the body language and facial expressions. Stand in front of the image and pose like Tom. Feedback your link and findings to the class. William Hogarth - The Rake’s Progress: 4. The Arrest - 1735 DISCUSSION Questions (5 MINUTES): • What happened in Tom Rakewell’s story? • What is the moral? • Why would an artist want to tell a story like this? • hogarth made this before cameras existed. Where do we see modern versions of stories like this? • Why do we enjoy watching TV programmes and films about people who are similar to Tom Rakewell? William Hogarth - The Rake’s Progress: 8. The Madhouse - 1735 Yinka SHONIBARE: Diary OF A Victorian DanDY PRoGRESS EXhiBiTioN Yinka Shonibare: Diary of a Victorian Dandy, 14:00 Hours - 1998 READ THIS TO THE GROUP: Yinka Shonibare’s work links to black cultural identity. He was born in England, moved to Nigeria when he was 3 years old and came back to do his A-levels at 17. The title of this series of photographs tells us it is set in Victorian times. It’s unlikely that any rich Victorians were black, just as all the Foundlings at the time would have been white and were brought up in the Christian faith. DISCUSSION Questions (5 MINUTES): In the diary of a Victorian Dandy, Shonibare is in the photos surrounded by actors playing the parts of his friends and people he meets during a day in the life of a fictional Victorian Dandy. There are five scenes, each titled with a time of the day. We can imagine what happened to lead from one scene to the next. • What would you have in common with a Victorian child of the same age? • What is different in the world now? • What have your parents and grandparents told you was different about their childhood? • Why did Shonibare use photography? The original version of this work was shown at stations across the London Underground as huge posters. • Shonibare played the main character. is it obvious who he is? ACTIVITY (10 MINUTES): move to the introductory Gallery. in groups of three explore the introductory Gallery looking for objects that could be used as props to tell us something about the Foundlings and their lives in the hospital. Remember the Brownlow paintings, perhaps there are objects here that could add to those stories or go beyond it? Each person in the group should make one quick drawing of an object on A4 paper – if possible life sized. Feedback your findings. Yinka Shonibare: Diary of a Victorian Dandy, 17:00 Hours - 1998 ACTIVITY (15 MINUTES): Stay in your group of three but move up to the Court Room where there is more room. Find another group of three and team up to make a group of six. Create a freeze frame scene through posing (one person could be the director, guiding the actors): • Tell part of the story of a Foundling’s day. • Think back to body language and facial expressions. • Use some of your drawings as props. • Create a title for your scene that gives a clue as to what the Foundlings are doing (perhaps give it a time of day like Shonibare did).
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