Rivers of the World

Rivers of the World is the Thames Festival Trust’s flagship education project delivered in partnership with the British Council. Rivers of the World inspires young people to see the potential for art in their lives. It champions their creativity and develops young audiences for galleries. The project gives teachers skills to deliver arts-based learning; develops awareness about rivers; and provides the framework for international partnerships to flourish with both artists and schools. Now in its 14th year, Rivers of the World has been delivered in over 30 countries around the world. Each year we work with one new London borough and two new UK cities on a 2-year cycle. We link each school with a school in a partner city overseas. Magnificent artworks are created through the project by pupils under the guidance of professional artists and exhibited in London and across the participating cities. The pupils’ artworks are inspired by their local waterfront. This year we have worked with young people from Barking & Dagenham, Exeter, Worcestershire, Kenya, Malawi and Palestine who are in year one of the project alongside Bromley & Bexley, Hull, Reading, Nepal, Nigeria and Sierra Leone who are in year two. riversoftheworld.org

Opposite: Artwork detail: All Saints Catholic School with Shona Watt This page: Pupils from Celebration Co-Ed School by Kailash K Shrestha Where we work 2006-2018

Rivers of the World has partnered children and young people in the UK with their counterparts from over 30 countries around the world enabling international collaboration and dialogue through the study of rivers and culture.

Ireland

Hungary

China

England

India Turkey

Nepal

South Korea France

Pakistan

Egypt USA Thailand

Taiwan Mexico United Arab Emirates Palestine

Vietnam

Bangladesh Sierra Leone Ethiopia

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 Millennium Footbridge in London to the opening of the Melbourne Museum in Australia. After attending Ravensbourne College of Art she received a Northern Arts Award (1996) and a Craft Council Award (1997). Major art commissions include The Millennium Footbridge, Hungerford Footbridge, The London Eye Palestine & and Melbourne Museum, Australia. Barking & Dagenham “ Rivers of the World provides students with vital opportunities to experiment and surprise themselves in an immersive experience of different art forms and cultures, which would not be available through the standard curriculum. The project is a wonderful way of demystifying some creative industries, while providing a glimpse into career opportunities that might otherwise be overlooked.”

1 2 3

5

1 & 3 Pupils from Eastbury Community School by Ed Stone 2 Pupils from Fatima Alzahra Secondary School for Girls by Amer Shomali 4 Pupils from Masqat Secondary School for Girls by Amer Shomali 5 Pupil from Auja Basic Co-Ed School by Photo by Ed Stone Amer Shomali

4 04.05 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. Much of Shomali’s work examines the creation and the use of the Palestinian revolution’s iconography. His artworks are part of several collections including: The British Museum, the Museum of Manufactured Response to Absence (MoMRtA), Birzeit University Museum and Al-Qattan Foundation. Shomali co-directed an award winning animated documentary, The Wanted 18, which premiered at the Toronto International Film Festival in 2014. The film was awarded the best documentary award in Abu Dhabi, Carthage, Traverse City, and Al-Jazeera Film Festivals. The Wanted 18 was in the official submission lists for the foreign language and documentary categories of the 88th Awards. 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.

Al Razim, pupil from Pupil from Ein Sultan Co-Ed Photo by Hamza Shomali Ein Sultan Co-Ed School School by Amer Shomali

06.07 Jericho Palestine

The workshops in Jericho focused on the ‘lost river’ as Palestinians no longer have access to the River Jordan. Pupils researched plants that once grew along the river; stones that used to be dug up from the riverbed and the problems that they face daily due to the lack of water supplied to their territories.

“ We enjoyed the workshop because it tackled contemporary issues that we live with everyday in the camp; lack of water and drought. These are issues which the world should pay attention to. I think that we managed to take our ideas and translate them into a beautiful meaningful artwork.” Ziad Mansou, teacher from Auja Basic Co-Ed School

1 2

3

1 Scene from Jericho by Kate Forde 2 Pupil from Aqabet Jaber Basic Boys School by Amer Shomali 5 Artwork from Fatima 3 Pupil from Fatima Alzahra Secondary Alzahra Secondary School for Girls with School for Girls by Amer Shomali Amer Shomali 6 Pupils from Fatima 4 Pupil from Jericho Alzahra Secondary Secondary School for School for Girls by Girls by Amer Shomali Amer Shomali

4 5 6 08.09 Barking & Dagenham UK

Using historical illustrations, festivals and riverside development as inspiration, the students made fantastical artworks from gloves, skulls and sequins.

Maria, pupil from Barking Abbey School 1

1 Pupils from All Saints Catholic School by Shona Watt 2 Detail from Eastbury Community School by Shona Watt Artwork detail: Dagenham 3 Detail from Barking Park Church of England Abbey School by School with Shona Watt Shona Watt

2 3 10.11 Artworks

Palestine

Kenya & Worcestershire

Fatima Alzahra Jericho Secondary Masqat Secondary Auja Basic Co-Ed School Aqabet Jaber Basic Ein Sultan Co-Ed School Secondary School School for Girls School for Girls The students highlighted Boys School The pupils re-enacted for Girls Palestinians used to dig The water from the Awja the fact that drought The distribution of water images and stories from The Indigo plant grew out black stones from River is being pumped and pollution are to the Israeli settlements the 1948 war when many on the banks of the River the riverbed which they away before it can surface, destroying our planet. is five times greater than Palestinian families fled Jordan and was used called the Dead Sea leaving the river dry and They questioned: what the water supplied to the across the River Jordan by Palestinian women Stones. They would carve the canal filled with plastic can be done to help? Palestinians. The artwork and are still displaced in to dye their traditional the stones into plates, water bottles, destroying Should they search for represents their dry their own country today. dresses. These were vases and little souvenirs the ecosystem and another planet? How far valley and empty river then embroidered with and decorate them with disturbing the wildlife could bicycles take them? juxtaposed with the vibrant silk threads, using patterns. The pupils around it. The coloured flourishing trees on the geometrical shapes decorated a minefield stones represent the river other side. which represented the imitating the stone craft as it once was: full of nature surrounding them. and highlighting the end colour and life. of a tradition.

Barking & Dagenham 1

2

3

1 Detail from Blackminster Middle School by Sarah Brown Robert Clack School All Saints Catholic School Dagenham Park Church Eastbury Barking Abbey School Riverside School 2 Pupil from City Primary Taking inspiration from October Plenty is a of England School Community School Students explored the Riverside School’s campus School by James Njoroge the painted ‘map gloves’ harvest festival that takes Students explored the Students investigated threat to the Thames is located directly beside 3 Pupils from designed by George place on the South Bank theme River Culture. Using the nearby Walthamstow from fast food outlets in the Thames. Millions are Langata Junior School Shrove for the Great of the River Thames. It is historical illustrations, they Wetlands Centre; an central London and the being invested into the by James Njoroge Exhibition in Hyde Park in a parade that culminates collaged pop-up books important bird and wildlife consequence of fats development of the area 1851, the students explored at the world famous based on various famous sanctuary in East London collecting in the sewers. and it has been quoted 4 Pupils from Nunnery the theme Working River. Borough Market where events connected to the and the largest in Europe. They took inspiration that it will become, “the new Wood High School by Each pupil created an the Harvest Queen is Thames; Frost Fairs, The The group learned about from memento mori Barcelona”. Students were Sarah Brown embroidered glove to displayed. Students made Plague, Guy Fawkes’ the migration routes of and from Ariel’s song encouraged to design 5 Pupils from St Egwin’s illustrate the history of fruits and vegetables attempt to blow up the birds through London from Shakespeare’s their ideal fantasy living Middle School by the Thames. from sequins to create Houses of Parliament and and the importance of The Tempest to turn fast space using cardboard Pete Ashton a Pearly Harvest Queen. the Great Fire of London. wetlands for the birds’ food into, “something and decorative tapes. They then wrote poems long journeys. rich and strange”. 4 5 about the river. Artist, Kenya Artists, Worcestershire James Njoroge Pete Ashton & Sarah Brown

James Njoroge is a collage and caricature artist Pete Ashton is a multidisciplinary multimedia artist based in Limuru, Kenya. He learnt most of his skills creating transformative site-specific work, online at Kenyatta University where he pursued a Fine Art and offline. His work uses media technologies to Degree and graduated in 2012. explore how we perceive and understand the world

around us, from camera obscura lens art to algorithmic He had a successful solo exhibition at the National image manipulation. Museums of Kenya in 2013 and various joint exhibitions including the Circle Agency Paper and Paper II show. Sarah studied Applied Arts at The University of He has received awards in various competitions Hertfordshire graduating with a First Class Honours including the Experiencing Kenyan Heritage through degree in 2010, where she specialised in glass and used Art competition by the National Museums of Kenya. illustration in her work. She has recently pursued her interest in larger scale architectural applications for “ It was such a great journey her practice working on private and public projects that for me and the participating create more of an impact. She had the opportunity to learn schools to learn about the a large number of processes across many disciplines whilst at university and now enjoys adapting techniques little known river which to apply to different materials, most specifically Sarah passes through the city and has a keen interest in working with glass and vinyl. yet is so significant to our history and heritage, the “For me the project has really Nairobi River. Through this opened my eyes whilst doing project we got to learn that my research, and now the Nairobi city got its name from eyes of the students, to how the river, that the Maasai important the river is to our culture is central to the river environment. I also felt that and how privileged we are as students who were involved a city to have a river running with the project and less through the middle. Sharing confident with art and my work with students and expressing themselves inspiring them to produce found new ways to do so.” artworks based on our river Sarah Brown, artist from Worcestershire was a great privilege. This project definitely gave all of us new eyes for our river. Thank you!”

Pupils from Blackminster Middle School by Ed Stone

Photos by Ed Stone Pupil from Blackminster Middle School

14.15 00.00 Nairobi Kenya

The students used a combination of collage and cartoon strips to tell the story of the Nairobi River and the wildlife and architecture surrounding it.

4

Ayie, pupil from Brookhouse School

5

1

2

1 Pupils from Langata Junior School by James Njoroge 4 Artwork detail from Brookhouse School 2 City Primary School by James Njoroge 5 Pupil from Brookhouse School by James Njoroge 3 Artwork from Langata Junior School with 6 Pupils from City Primary James Njoroge School by James Njoroge

3 6 16.17 Worcestershire UK “It’s been an amazing The workshops took place all over experience, not only to Worcestershire with schools basing their try something new with research on the River Avon or the River the students at school Severn. The artists took in very different and learn about rivers techniques for the students to try, with but because we are part some schools having glass workshops of something bigger, and others photography based sessions. connecting with different countries and knowing a specific school in Kenya is being inspired by the same project and we will be sharing our outcome and theirs with each other is really exciting.” Lisa Stevens, teacher from Nunnery Wood High School

1 2

3

1 & 2 St Egwin’s Middle School by Pete Ashton 3 Pupil from Tudor Grange Academy by Sarah Brown 4 Artwork details from Pershore High School 5 Artwork from Nunnery Pupil from Nunnery 6 Pupil from Nunnery Wood High School with Wood High School Wood High School by Sarah Brown Sarah Brown

4 5 6 18.19 Artworks

Kenya

Malawi & Exeter

City Primary School Langata Junior School Juja Road Primary School Brookhouse School Talent Academy St. Teresa’s Girls’ The artwork is inspired by The students identified The students researched This artwork is a family-tree Nairobi is one of the Primary School the Maasai who first that ignorance, greed and made collages of inspired river map showing few cities in Africa to The pupils created settled around the Nairobi and corruption are the the rivers around Nairobi how the river has been have a river passing magazine, paper and River and have greatly root causes of pollution and the different lives used in the past and how it straight through it. The fabric collages inspired influenced the culture of in their river. Based on and livelihoods supported could be used in the future. Nairobi River was the by the diverse ways water the river and the city. all the interesting narratives by them, for example, It is inspired by the diverse basis on which the city from the river is used, Nairobi is derived from a the students had, they the Ngong River which use and perceptions of was built in the 1940’s. looking at the City Park Maasai name meaning, combined their ideas to supports the wildlife of the river in different areas. The students created and the Karura Forest place of cool waters. The form a comic book. The the Nairobi National Park. Students employed paper collages of a for inspiration. Maasai have managed children created inked a variety of techniques in cityscape re-imagining to preserve their culture illustrations, each becoming the execution of their work Nairobi with different even in modern times. a panel of the comic. which include: linocut print, architectural designs. collages, batik, drawing and painting.

Worcestershire 1 2

3

Blackminster Tudor Grange Academy Nunnery Wood Pershore High School Tenbury High St Egwin’s C.E. 1 Pupils from Malosa Middle School Inspired by pollution, the High School To see the Working River Ormiston Academy Middle School Secondary School by The students started students looked at the With a collection of found from the past to the The shops in Tenbury Usually a river flows through Macpherson Ndalama with inspiration from the damage that chemicals plants, insects and water present the students define it as the historic a town, but Evesham is 2 Liwonde Community culture of the river. Using have on the river and from the river the students visited a stretch of the market town for the area. defined by the physical Day School by a number of techniques those who use it. The set about looking at the Avon near Eckington. While by the river the shape of the river, so the Macpherson Ndalama to apply powders and students felt that by creating microscopic life of the river. Students shot short students photographed artwork was built around enamels to glass the flowers from discarded They were introduced to videos of interesting shop fronts and collected that, creating five collages 3 Dawlish Community students created their waste and an oil spill as glass as their medium and objects which were then objects that would of the town from above. College by Ed Stone own mini scenes. Once their background this may they added a number converted to 3D models. normally be ignored. Each student took as many 4 Pupils from Dawlish fired in the kiln the pieces get others to take more of elements together to The piece uses texture They printed out the photos as they could which Community College were photographed care with what is discarded create a collection of maps generated for shop pictures and used were randomly collected by Ed Stone and these images were down the sink in the future. glass cells which were the models mixed the images as the basis and digitally combined to used to create a collage. fused in the kiln. with paintings inspired for collages, building produce collage materials. 4 by them. a fantasy Tenbury. Artists, Exeter Artists, Malawi Becci Eriksson Akulu Lipenga and and Gaby Lovatt Macpherson Ndalama

Gaby and Becci created Participate Arts in 2013. Akulu Lipenga is a talented visual artist based in Malawi. The company’s vision is to increase opportunities He graduated from the University of Malawi’s Chancellor for participation and unlock creativity, building College in 2017 with a Fine Art Major. He has since been relationships with communities, particularly those creating and experimenting with art and making a living least likely to engage in Contemporary Arts and Culture. from his work. He works with illustrations and writing. His last project, Unkhankhu, explored the aesthetics of beauty They have worked extensively with people who have and language. Akulu is also co-founder of a Malawian complex needs, with bereaved families and a range of art collective known as Zaluso Arts where he manages organisations. They have been involved with Cultural their social media platforms, helps in event management, Amy Chandler, pupil from commissioning for Torbay, looking at Art and Culture’s curating and as a visual artist. Dawlish Community College contribution to health and wellbeing and assisting in the scoping for their Arts on Referral programme. Macpherson Ndalama, 24, is one of the most diverse They recently delivered Early Intervention Arts Mental Malawian visual artists. From a young age, his passion Health and Wellbeing projects for children and young has been to make a positive impact through his skills in people in schools. arts and his desire for shared values. Upon completing his Fine Arts degree at the University of Malawi, he set They are currently developing work with a small local out to make a living solely from his art. Through the art town which has high levels of deprivation, to increase collective, Zaluso Arts, which he helped start up as participation and run regular creative events, looking a student, he has worked with countless local and at ways for young and older people to come together. international organisations and individuals. His dedication to experimentation has allowed him to “ The project has stretched me wear a variety of artists’ hats ranging from traditional artistically as we have had to drawing and painting, to street and digital art. adapt and be flexible according to the very diverse settings we have delivered the workshops in. We have worked with lots of different media in differing ways to suit the needs and abilities of each group of students. It has been great to re-discover techniques and media I hadn’t used for a while and it’s been lovely to share well used old favourites!” Becci Eriksson, artist from Exeter

Dawlish Community Photos by Ed Stone College by Ed Stone

22.23 Liwonde Malawi

Students researched tales from the river as well as the different uses of the rivers in Malawi and used their findings as a basis for their artworks.

6

1 2 Vanier Tanganyika, pupil from Balaka Secondary School

3

1 Pupils from Malosa Secondary School by Macpherson Ndalama 5 Artwork from Balaka 2 Artworks from Liwonde Secondary School with Community Day School by Macpherson Ndalama Macpherson Ndalama & Akulu Lipenga 3 Pupils from Balaka 6 Artwork detail Secondary School by by Liwonde Macpherson Ndalama Secondary School 4 Pupils from 7 Pupil from Balaka Ferry LEA School by Secondary School by Macpherson Ndalama Macpherson Ndalama

4 5 7 24.25 Exeter UK

The workshops in Exeter focused on the pollution, flooding and wildlife of the River Exe and the artists used mixed and tactile media to create artworks with the students.

1

2 3 “The project provided a great opportunity for our students to have an immersive art experience. Gaby and Becci brought a wide range of stimulus and varied resources which helped them to feel motivated to experiment. We are really excited to see the final outcomes in the exhibition.” Vanessa Crocker, teacher from St Peter’s Church of England 4 5 Aided School

3 Steiner Academy Exeter by Participate Arts 4 Pupils from Exeter 1 Artwork detail from Royal Academy for Dawlish Community School Deaf Education by Participate Arts Artwork detail: St Peter’s 2 Pupils from Dawlish Church of England Aided Community School by 5 Artwork detail from School with Participate Arts Ed Stone Dawlish Community School

26.27 Artworks

Malawi

Sierra Leone & Hull

Ferry LEA School Balaka Secondary Balaka Secondary Liwonde Community Liwonde Malosa Students were told the School Part I School Part II Day School Secondary School Secondary School story of Bimbi; a tale of The students were Students discussed the Students discussed the The students created Students discussed the a boy who God placed asked to research the type of work or jobs ways the river is polluted representations of the ways the river is resourceful in the River Shire to types of buildings found the river in Liwonde and then proceeded to lives that exist thanks to the to them and the animals protect it and its animals in Liwonde, a river city. enables. They created create the animals that river. The background is that use it. They then from man. During the Each student made representations of these are affected by the made up of photographs created representations change in seasons, Bimbi a clay building in the jobs. The collage of pollution. They placed taken during the children’s of the different ways the would turn into a giant city so that they could their artworks in the their handprints on paper trip to the river. river is used as a resource. snake and travel along collectively create their final painting contains to create the background the river causing shifts in own Liwonde River City. a drawing of a woman which symbolises humans’ nature such as rainfall carrying a pot which role in the pollution of and drought. is symbolic of the hard the rivers. working women of Malawi. 1

Exeter

2 3

1 Pupils from Family 4 Foundation Secondary School by Barmmy Boy 2 Pupil from Freetown Secondary School for Girls by Barmmy Boy St Luke’s Science and Dawlish Community Exeter Royal Academy Steiner Academy Exeter Atkinson School St Peter’s Church of 3 Pupils from Aspire Sports College College for Deaf Education Referencing the medieval The students were England Aided School Academy by Students discussed what Students discussed the Students focused on the merchants and Countess introduced to various Students looked at Kayleigh Jackson factors might pollute the Exe importance of protecting circular nature of rivers as Isabella de Fortibus, who people through history Romantic paintings of the 4 The Kingswood today. They discussed how fragile ecosystems like their part of water cycles and built a weir at the edge who had working early 19th century, scenes Academy by Stella Howard this has a major impact on local nature reserve and how they need to look of the city in the 13th connections to the River depicting rural aspects river creatures and bird life, the abundance of wildlife after rivers as they are a century, the students Exe and the city. The of the River Exe and 5 Pupils from Albert down to the smallest living in their estuary. After precious resource. They used photography and students drew onto contrasted this by looking Academy Secondary creatures on the river. They sketching some of their decided to focus on the mono-printing techniques acetates and made at contemporary artists who School by Barmmy Boy focused on Ernst Haeckel’s collected plants and beauty of water patterns to create medieval abstract paper collages. have worked in response 6 Pupils from Newland 19th century illustrations and objects they chose a bird and work with different headshot portraits of Some of the images to river flooding on the Exe School for Girls by photography of microscopic to draw, re-creating them sensory techniques such themselves, re-working combined portraits and such as Tania Kovats. They Charlotte Bogatinova creatures to inspire line as wire drawings. They as marbling and clay to the ‘selfie’ idea. the bridges, having a used a variety of media drawings. made monoprints and make their collaged image. surrealist quality. and used gold frames 5 6 painted onto natural slate. to display their work. Artist, Sierra Leone Barmmy Boy

Lansana Mansaray aka Barmmy Boy is a multi-talented digital media practitioner, director of photography and filmmaker who lives in Freetown Sierra Leone and has over ten years of professional working experience. Barmmy is a founding member and the current production manager at WeOwnTV. He has successfully produced content for many organisations including: Defence for Children International, NOVA Studios (UK), British Council Sierra Leone, UNICEF Sierra Leone, Save the Children Sierra Leone, Well Woman Clinic and Hull 2017. He has been honoured by the EU and British Council on numerous occasions and has been selected to travel abroad representing the creative youth of Sierra Leone in London, Hull, Copenhagen, Abijan and Accra.

“Rivers of the World provides a fantastic opportunity for schools to work together on a joint activity. In Hull and Freetown art teachers formed links within their own cities as well as across the water. The impact on the schools and teachers in both cities cannot be underestimated. Reciprocal visits have helped to embed the partnerships throughout the schools and have enabled teachers and pupils to learn about culture and diversity, increasing knowledge and ideas which will help tackle local and global issues for “ My trip to Sierra Leone was amazing. a sustainable future.” You don’t get many opportunities to get involved with something this big and this global. I actually taught the same lesson to the school there, I showed them my students’ work in comparison to theirs and they were so excited and engaged, and they just couldn’t believe that I was from England – on the other side of the world, and they were doing the same lessons as the children in England. Since returning I have partnered with four of the teachers that travelled with me and we have planned schemes of work based on the work we did in Sierra Leone.” Albert Academy Joey O’Mara, teacher from Secondary School by Joey O’Mara

30.31 Freetown Sierra Leone

The schools in Sierra Leone researched the River Humber this year choosing to make artworks which compare and contrast culture, pollution and natural disasters with their local rivers and city.

Mary Koroma, pupil from Philomath Academy Secondary School

1 2 3

Opposite: Artwork detail: Philomath Academy Secondary School with Barmmy Boy 1 Pupils from Albert Academy Secondary School by Joey O’Mara 2 Vine Memorial Secondary School by Barmmy Boy 3 Pupils from Albert Academy Secondary School by Joey O’Mara 4 Pupils from Freetown Secondary School for Girls by Barmmy Boy

4 32.33 Hull UK

The teachers from Hull travelled together to Sierra Leone to visit their partner schools. They brought back photos, stories and artefacts which helped inspire the artwork created by their students.

As the palm trees swayed in the very slight breeze, the burning sand carefully buried the red creatures with the monstrous claws. Lileigh Tadman, pupil from I enter my tiny hut, but at least it is home, home sweet home. 1 Creative writing piece by Shahad Musa inspired by stories from Freetown

2 3

1 Artwork detail by Sirius Academy West 2 Pupils from The Kingswood Academy by Stella Howard 3 Pupils from Kelvin Hall School by Leon Welburn 4 4 Artwork detail by Kelvin Hall School 5 Pupils from Sirius Artwork detail by Academy West Kelvin Hall School by Rachel Fussey with Leon Welburn

5 34.35 Artworks

Sierra Leone

Nepal & Reading

Philomath Academy Albert Academy Freetown Secondary National Academy Family Foundation Vine Memorial Secondary School Secondary School School for Girls Secondary School Secondary School Secondary School The students learnt about The artwork shows The students wanted The artwork shows Boat transportation has The artwork illustrates the River Humber and the the River Humber from to show the cultural how rivers looked in always been essential in riverside communities in floods that happened different sides, bringing importance of their rivers. the past and how they the movement of people, both Hull and Freetown. in 2007. They made the Humber Bridge The artwork shows the have changed over goods and services The students researched comparisons with the into view and looking River Humber along with time. It represents the dating back to ancient pollution and wanted devastating mudslide at the development drawings of cultural and fact that cities have times. The students made their work to send out experienced in Sierra along the river. It also economic activities from grown around their wire sculptures of cars, a message about the Leone in 2017. They shows how the river Sierra Leone. rivers over the years. and helicopters which environmental dangers created a tree to creates employment can all be transported of plastic bags and symbolise a Resourceful and recreation for via boats on the river. bottles that are thrown River that gives life. people from different into rivers. walks of life.

Hull 1 2 3

1 Creative Academy by Kailash K Shrestha Kingswood Academy Winifred Holtby Academy Aspire Academy Sirius Academy West Kelvin Hall School 2 Pupils from Spiral Galaxy The Rokel River is the The students’ artwork The students wanted to Following their teacher’s Students researched the The students wanted to Higher Secondary School longest river in Sierra was inspired by the show how the ebb and visit to Sierra Leone, use of the rivers in Hull and create a piece of work by Kailash K Shrestha Leone. The students were artefacts, textiles and flow of the river enhances the students made Freetown. They found out that celebrates Freetown’s 3 Pupils from fascinated by, and wanted masks brought back by the ever changing cultural observational drawing, that divers in Freetown dive efforts to make water wells Celebration Co-Ed School to represent, the way the their teacher following diversity in Sierra Leone. printing and mixed media into the river and retrieve which purify water. Their by Kailash K Shrestha river helps to feed people his visit to Freetown. They created a fan using based on the shells that coins thrown in by visitors work focuses on ways through an abundance of the Batik printing technique, were brought back. The as a form of entertainment; the city is addressing 4 Pupil from Maiden Erlegh fish and the way in which to represent the melding collaged work of shells from this students began river pollution and it School by Katy Wragg the women use the river of culture, and the cotton, and found objects along to look at currency and celebrates the positive 5 Pupils from Highdown to clean their clothes – identifying with the with Krio text represent designed their own aspects of Freetown. School and Sixth Form connecting people historically important the story of Sierra Leone’s currency for Freetown. Centre by Ellen Garner and encouraging a roots of the country. past and present. rich community spirit. 4 5 Artist, Nepal Kailash K Shrestha “As an artist I am honoured Kailash K Shrestha is a multifaceted contemporary artist based in Kathmandu, born in the village of Gairimudi, to have led the Rivers of Dolakha. He received his BFA from Kathmandu University the World project in and MFA from Tribhuwan University. He is the founder of Nepal. I really admired Artudio, a centre for visual arts in Kathmandu. the ability of the project He is the first recipient of the prestigious Young Artist to engage pupils on Award from the Australian Himalayan Foundation in 2009. environmental issues He has participated in several national and international both locally and globally. workshops, residencies and exhibitions. There were limitless experiences working with the young generation of Nepal. As a mentor, bringing value to their concepts of history, culture, stories, relationships and education together through the arts was an exchange unlike any other. It is always exciting to also learn from the kids, who are unfiltered in their expressions. I am happy that the philosophy and processes from the project have already been replicated by some participating schools as part of their regular curriculum activities. This is definite proof of the change art, when strategically linked to important social discussions, can bring – giving great strength and encouragement to young minds and enhancing our education system in Nepal. Not only has the project opened the eyes of every participating child and school to the importance of their local and global water bodies but it has also changed their perspective on art in general.”

Pupil from Sital Maharjan, pupil from Annal Jyoti School by Annal Jyoti School Kailash K Shrestha

38.39 Kathmandu and Pokhara Nepal

The students in Nepal communicated with their partner schools in Reading to gather facts and information which informed their artworks, based on the River Kennet and the River Thames.

“The project provided a new experience for our school. It has helped our students to think critically and creatively. They really enjoyed being part of this project over the two years.” Irina Giri, teacher from Celebration Co-Ed School

1

2

1 Pupils from Celebration Co-Ed School by Kailash K Shrestha 2 Motherland Higher Secondary School by Kailash K Shrestha 3 Pupils from Srijana Community School by Kailash K Shrestha Artwork detail: 3 4 4 Spiral Galaxy Higher Creative Academy Secondary School by with Kailash K Shrestha Kailash K Shrestha

40.41 Reading UK

The students in Reading communicated with their counterparts in Nepal to help gain an insight into their culture and environmental issues. They took inspiration from their own local rivers as well as the rivers in Nepal when choosing the themes and ideas for their artworks.

1

Sofia Drumond, pupil from Highdown School 2

4

3 7 1 Artwork details by The Wren School 2 Pupils from The Bulmershe School by Steve Davis 3 Maiden Erlegh School by Katy Wragg 6 Artwork by Maiden 4 Pupils from Highdown Erlegh School with Katy School and Sixth Form Wragg and Sue Rees Centre by Ellen Garner 7 Pupils from Maiden 5 Artwork details by Erlegh School by The Wren School Katy Wragg

5 6 42.43 Artworks

Nepal

Nigeria & Bromley & Bexley

Annal Jyoti School Spiral Galaxy Higher Creative Academy Srijana Community School Motherland Higher Celebration Co-Ed School During their research Secondary School One of the students chose The students decided to Secondary School The students collected and from exchanges The students worked with the Queen to be the visit a nearby jungle and Through exchange with plastic bottles from their with their partner school, information they collected central figure and symbol collect natural materials their partner school and own surroundings and the students became from the internet and from of the UK. From her hair that they could use talking to relatives who painted them with the infatuated with the their partner school and flow the many British rivers in their artwork. Having live in the UK, the students colour blue to reference marvellous bridges and developed an idea to and behind her profile researched the clean created this artwork. The the River Kennet. adorned architecture built trace the outline of their are iconic landmarks water of the River Kennet, London Eye in the centre The artwork shows along the River Thames. own hands to represent such as the London Eye. their focus was on life and represents the cultural a juxtaposed image In their work, they used how people interact how the river supports a contributions of the river. of a polluted river from some of the famous with rivers for various host of flora and fauna. The hands serve to Kathmandu and the clean buildings and bridges activities and to support reiterate the importance of River Kennet in the UK. along the Thames to show their livelihoods. the river and our need to the connection between protect and conserve it. 1 the river and the city.

Reading

2

Waingels College Highdown School Maiden Erlegh School The Wren School The Bulmershe School Trinity School The students researched The students explored their Students researched Students learnt about the Students collected images The students were inspired the River Thames and theme by researching the images of the wonderful uses of their partner river. from the many wildlife by the mountain ranges of 1 Photo by Polly Alakija the Bagmati River in River Seti and Nepalese brass and ceramic pots They found out that both reserves near their local Nepal and the architecture 2 Pupils from Lagos State Kathmandu so that they culture. The final piece is a that are widely used in trout fishing and mining rivers and looked at the that sits within them. They Junior Model College by could compare their collaboration of all of their Nepal for water collection. occur along the river. strong fishing culture that used cherry blossom to Polly Alakija similarities and differences. interpretations of the theme They drew pot shapes As a response they used surrounds them. They portray the hidden beauty They found that the River of Life. It incorporates and women collecting permanent markers on chose to use bright and of the country. They also 3 Pupils from Coombe Girls’ Bagmati River has spiritual ideas of beautiful abstract water and made vibrant aluminium foil to create vibrant colours, linking to wanted to convey the School by Shona Watt significance to the people colour formed on faces ink and paint backgrounds individual shiny fish and the dynamic diversity of negative human activity 4 Pupil from St Olave’s that live around it, however, during Holi, the festival with reference to the they created their own the river’s wildlife. The fish that leads to water Grammar School by this can also contribute of colour, and research bright colours that the Mani stone bearing an featured in the centre of pollution and its Shona Watt to the pollution of the river they made about the women wear. image or inscription based the piece is a Pike, the consequences. as offerings are often river being Holy and its on the river or Nepal. largest and most famous 3 4 thrown into it. associations with Vishnu. fish found in their local river. Artist, Nigeria Polly Alakija

Polly Alakija moved to Nigeria from the UK in 1989. Between 2005 and 2011 she was based in South Africa. Polly has exhibited in solo and group exhibitions in the UK, France, Nigeria and South Africa, where her work can be found in numerous private and corporate collections. Many of Polly’s community projects have a strong educational element. From working with schools and educators, youth empowerment programmes and university graduates, a commitment to reaching a broad audience and transferring skills is key to project based work. “ Rivers of the World has Polly is currently Chairperson of the Lagos State Council been an excellent way of Arts and Culture. to discuss key issues around environmental protection, history and urban planning.”

Dagunduro Micheal, pupil from Akande Dahunsi Memorial School

Pupils from Akande Dahunsi Memorial School by Polly Alakija

46.47 Lagos Nigeria

All the students painted onto umbrellas, which were used to represent the UK. Their work is inspired by the culture of both Lagos and London using nursery rhymes and historical facts to tell their stories.

1 Udekwe Ebube Isaac, pupil from Doregos Academy

2

3

1 Artwork detail from Akande Dahunsi Memorial School 2 Pupil from Doregos Academy by Polly Alakija 3 Pupil from Lagos Island Junior Boys School by Polly Alakija Artwork detail: 4 Pupils from Akande New Hall International Dahunsi Memorial School School with Polly Alakija by Polly Alakija

4 48.49 Bromley & Bexley UK

These London schools are in their second year of the programme and have based their artworks around their partner city, Lagos. Some of the teachers were able to travel to Nigeria this year and taught the pupils there the techniques and ideas they had learned during their first year of involvement with Rivers of the World – sharing skills and ideas!

“ We’ve already noticed the impact of the project on these students. I started the project with Year 8 students and now they are in Year 9 and they’ve just made their options for GCSE. We’ve got an awful lot of the 22 students from the group I was working with that have elected to do arts/creative based courses: fine art, textiles, photography and media so it’s had a huge impact.” Ted Fox-Joyce, teacher from Langley Park School for Girls 1 2

1 Detail from Langley Park School for Girls 2 Pupils from Charles Darwin School by Shona Watt 3 Pupil from Hurstmere School by Shona Watt 4 Artwork detail: 4 Pupil from Hurstmere Coombe Girls’ School School by Shona Watt with Shona Watt

3 50.51 Artworks

Nigeria

Doregos Academy Akande Dahunsi Grace High School New Hall Lagos Island Lagos State Junior Students looked at the Memorial School Students looked at the International School Junior Boys School Model College Badore issue of pollution, All children know the work of Yinka Shonibare, Students researched the When talking about the The students researched especially plastic pollution, nursery rhyme London a British/Nigerian artist who history of Ring a Ring o’ history of London all the trade on our rivers, both in our rivers. They loved the Bridge is Falling Down. uses images from both Roses. They discussed students loved to hear in London and in Lagos, fact that all swans in the UK Students discussed the cultures to tell stories. He is how people in the 21st about the Tower of over the years. They belong to the Queen. They origins of this song, and known for his use of fabrics century respond to health London, Traitors’ Gate, looked at the route of the discussed how swans the role bridges have popular in West Africa. epidemics. They and the fact that traitor’s slave trade and how it was used to be cooked for played in the history of Students made images of remembered the Ebola heads were displayed linked to banking. Working special dinners and they both Lagos and London. floating rubbish and dead threat and the students as a warning to others. in teams they wanted to discovered that birds on They all designed their fish and they used the painted pockets of posies, The students imagined show how slave merchants the river are now being own bridges, and created fabric patterns to represent the big sneeze and what a traitor would look would fit in the greatest found to have plastics city layouts for the banks the rivers surface. unhealthy looking people like and had great fun numbers of slaves, for in their stomachs. of the river. covered in rings of roses. painting their expressions! the greatest profit.

Bromley & Bexley

Charles Darwin School Coombe Girls’ School St Olave’s Hurstmere School Langley Park King Henry School Students researched Plastic is as big a threat Grammar School The boys were School for Girls Students researched the Murtala Muhammed to the Lagos Canal, Students explored introduced to the work The students were shown Mokoko, the world’s Memorial Garden in as are industrial and the multiple pollutants of photographer George images of the thriving largest floating city in Lagos. It is managed by pharmaceutical pollutants. affecting the water sources Osodi and his images fishing industry in Lagos Lagos, Nigeria. Buildings the Nigerian Conservation Students created in Lagos and the huge of the many Nigerian and the huge, annual are ingeniously designed Foundation which incredible indigenous threat they pose to the Monarchs. They designed fish festival. They made to stand above water specialises in the flora using collaged local fishing industry. and made headdresses three-dimensional on stilts, but, due to rising preservation of rare plastic. The central figure Plastic, pharmaceutical and crowns using recycled soft sculpture fish and sea levels, are at palm trees. Students is based on Oshun, waste and industrial materials. They then crustacea and painted risk of flooding. The Lagos State Junior used watercolour and the Yoruba goddess pollution are destroying embellished their crowns their arms to appear group learned about Model College Badore egg tempera paint to of sweet water. water quality and having in a technique that played as fish scales. indigenous species by Polly Alakija imagine a fantasy fern/ an ecotoxicological effect. homage to Yoruba living in and around palm garden. beadwork sculpture. the Five Cowrie Creek. ple. eo f p o s n o i l l i

b

f

o

l

a

v

i

v

r

u

s

d

n

a

h al e t ti le l en me s n a s t f e e o r h v n a e a s h t t s e i d co n r sys s a

e tem

t a

ries o w f

rte o u h a r e p s

h l e

t a r f

e n r , e a n t . s a r T e e h l e c v i s f R t o ea dy flow

Supported by:

The Thames Festival Trust Bargehouse, Oxo Tower Wharf, Barge House Street, London SE1 9PH Tel: 020 7928 8998 With thanks to Worcestershire County Council, Worcestershire Arts Partnership, Riversoftheworld.org Exeter City Council and Creative Barking and Dagenham #riversoftheworld A Thames Festival Trust project delivered in partnership with the British Council