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Fourth Plinth Schools Awards Teachers Resource

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Fourth Plinth Schools Awards Teachers Resource FOURTH PLINTH SCHOOLS AWARDS TEACHERS RESOURCE SUPPORTED BY 1 u CONTENTS CONTENTS INTRODUCTION 3 EXPLORE 23 REFERENCES 30 Resource aims 4 Visit to Trafalgar Square 24 Other well known sculptors with 32 or to see local public art work you can see in London Using the resource 4 Fourth Plinth sculptors 1999-2017 33 DISCOVER 11 CONNECT 26 Introducing the Fourth Plinth 12 Drawing or modelling initial 27 RESOURCES 36 Schools Awards ideas for the sculpture R1 – Images and Information about 37 Fourth Plinth sculptures 1999-2015 Putting the awards in context: 12 Presenting the sculpture 29 What is the Fourth Plinth? for the awards R2 – Drawing of Fourth Plinth 38 R3 – Fourth Plinth template 39 R4 – The empty Fourth Plinth 40 2 u CONTENTS INTRODUCTION The Fourth Plinth Programme is UK’s most talked about contemporary sculpture prize. Funded by the Mayor of London and supported by Arts Council England, it invites world class artists to create new works for display in Trafalgar Square. Each year, London schools are invited to enter the Fourth Plinth Schools Awards. The awards give children a chance to get involved with public art and offer new views of London. Fourth Plinth Schools Awards Winner 8-11 Age Group, with Jeremy Deller. © James O Jenkins. 3 u CONTENTS RESOURCE AIMS upon and assess their own work. They This resource can be used by teachers should also give constructive feedback and students to develop a design to other students. drawing, sculpture or model (maquette) for the Fourth Plinth Schools Awards. USING THE RESOURCE It helps students research the ideas, These lesson plans are designed to be methods and approaches artists use flexible. That means you can include, to make works for public spaces. This adapt, or leave out activities – according includes the Fourth Plinth and other to what materials/resources you have public spaces in London. and how much time/interest there is. It aims to give students a critical and Planning for around four or five sessions cultural understanding of the role of art, is ideal. That’s one or two to introduce craft and design in London by looking the subject, and one to visit Trafalgar at the context in which it is made. Square (or another outdoor space) to This includes the local and global see, record and discuss public sculpture. Thomas Schütte, Model for a Hotel, 2007. © James O Jenkins. environment, London’s audiences Further sessions will deal with learning and the meaning of historical and sculpting techniques like modelling in contemporary public art. clay or using modroc plaster bandage, as well as designing, making and problem- Students are encouraged to watch, solving. Finally, students can review their record, research, make, present, reflect proposed design. 4 u CONTENTS In line with the National Curriculum for Art, Craft and Design this resource gives KS3 students a chance to: ® produce creative work, exploring their ideas and recording their experiences ® develop skills in drawing, sculpture and other art, craft and design techniques ® research and analyse creative works using the language of art, craft and design ® learn about artists, craft makers and designers, and understand the historical and cultural development of their art forms ® learn about the history of London and its art works and apply this knowledge in their own creative work Fourth Plinth Schools Awards at City Hall. © James O Jenkins 5 u CONTENTS Students will also be able to use words ® sculpture materials: metal, wood, and phrases related to: stone, ceramic, plastic, glass, sound, light, water, plasticine, tape, ® public sculpture: plinth, monument, cardboard, recycled materials of all statue, bust, memorial kinds, modroc plaster bandage, wire ® environment: site, position, sense ® sculpture techniques: construction, of place, location, site specific, carving, modelling, fabrication, scale, viewpoint assemblage, mould-making and ® what is sculpture: visual elements, casting, additive and subtractive scale, proportion, composition, form, processes volume, surface, colour, texture, ® composition: viewpoint, perspective, pattern, detail, materials shape, pattern, texture, form, ® experiencing artworks: sight, proportion, scale, placement touch, sound, scale, proportion, ® audience: personal response, materials, light memory, meaning, context ® evaluation: presentation, personal and public opinion, peer evaluation, Elmgreen and Dragset, Powerless Structures, Fig.101. review © Gaultier Deblonde 6 u CONTENTS For practical work you could use: For presentation of a sculpture idea For research you could use you could use a camera, scanner, ® research and recording – drawing computer for drawing, illustration ® photographs/postcards, maps, plans materials – pencil, pens, charcoal, software, digital projector of local landscapes featuring public found objects or tools, sketchbooks, artworks, maps and resources crayons for surface rubbings, digital about Trafalgar Square see London tools – camera, sound recorder Curriculum: Art of Walking ® materials suitable for making a small ® examples of work by artists who scale sculpture or maquette – clay have created public sculpture (plasticine, air drying or fired), wire, including their research and card, soap, stone, wood, metal, preparation. For example, scrim photographic documentation, ® found and recycled materials – preparatory sketches, maquettes boxes, cartons, paper plates, ® For named artists see links below cups, card tubes, plastic bottles, Alison Gill’s pinterest link wood scraps, building blocks, pipe www.pinterest.com/artistinschool/ cleaners, straws, lolly sticks the-fourth-plinth ® joining materials – sticky tape, sticky pads, glue, thread, wire, cable ties ® decorating or surface enhancement – paint, stains, inks, varnish or PVA, carving tools 7 u CONTENTS It is helpful if students have: ® looked at art in public spaces and thought about its impact and purpose ® researched and recorded ideas/ information from first-hand experience ® looked at and thought about public art in their own area, in or near school ® used a sketchbook or other visual/ photographic diary to gather and store information ® used drawing and painting media to explore texture, pattern, colour and composition ® used three-dimensional materials and techniques to explore volume and surface ® learned that creating an artwork is a developmental process ® reflected upon and changed their own work, and discussed their work Katharina Fritsch, Hahn/Cock, 2013. © Gaultier Deblonde with others 8 u CONTENTS Most students will be able to: Some students will not have made so Some students will have progressed much progress and will be able to: further and will be able to: ® explore ideas and collect visual information about artworks in public ® collect information for their work; ® select visual and other information spaces to help them develop their investigate and use visual materials and use this in developing their work own work and processes to make work ® manipulate materials and processes ® use their knowledge and ® communicate some ideas and to communicate ideas and meanings understanding of materials and feelings about artwork in public about artwork in public spaces, processes to produce an artwork, spaces matching visual and tactile or sound organising and combining ideas ® comment on similarities and qualities to their intentions and materials to communicate ideas differences between their own and ® analyse and evaluate ideas, and feelings others’ work methods and approaches used in ® compare, and comment on, ideas, ® adapt and improve their work their own methods and approaches used in and others’ work, and relate these to their own and others’ work, and the context relate these to the purpose of the ® adapt and refine their work to work reflect their own view of its purpose ® adapt and improve their work to and meaning realise their own intentions 9 u CONTENTS This resource can be used as a Art and Design: The Art of History: World City standalone guide to creating work for Walking – Lesson Plans www.london.gov.uk/sites/default/ the Fourth Plinth Schools Awards. www.london.gov.uk/sites/default/ files/World%20City.pdf It can also be used alongside files/Art%20of%20Walking_ other resources the Mayor has Lesson%20Plans.pdf English: Tales of the River commissioned for the London www.london.gov.uk/sites/default/ Curriculum at KS3. Art of Walking: Primer with files/Tales%20of%20the%20River_0. maps of London areas pdf There is lots of potential for making including Trafalgar Square cross curricular links by putting the www.london.gov.uk/sites/default/ sculpture in the context of English, files/Art%20of%20Walking_Primer. History and Geography London pdf Curriculum Resources, as well as in This resource has information, lesson Art and Design. plans and a map so you can explore Trafalgar Square, its architecture and public art 10 u CONTENTS Fourth PLINTH SCHOOLS Awards RESOURCE 11 DISCOVER 11 u CONTENTS INTRODUCING THE FOURTH PLINTH until 1999 when the Royal Society of SCHOOLS Awards Arts (RSA) announced that a sequence www.london.gov.uk/imagination of three contemporary artworks would be displayed there from 1999-2002. Tell students they will be designing It was so successful, a commission and/or making a model of a sculpture was set up to decide the plinth’s future or drawing for the Fourth Plinth. This use. The commission decided that the should best use of the plinth was to continue express their views on life in London. to show temporary contemporary art Visit: www.london.gov.uk/ commissions.
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