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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 Fourth Plinth Schools Award Teachers Resource CONTENTS INTRODUCTION ....................................... 3 EXPLORE ................................................. 23 REFERENCES ......................................... 30 Resource aims ............................................. 4 Visit to Trafalgar Square Other well known sculptors with or to see local public art .........................24 work you can see in London ..................32 Using the resource ..................................... 4 CONNECT ................................................ 26 Fourth Plinth sculptors DISCOVER ............................................... 11 1999-2017..................................................33 Drawing or modelling initial Introducing the Fourth Plinth ideas for the sculpture ............................27 RESOURCES ........................................... 36 Schools Awards ........................................12 Presenting the sculpture R1 – Images and Information Putting the awards in context: for the awards ............................................29 about Fourth Plinth sculptures What is the Fourth Plinth? ......................12 1999-2015..................................................37 R2 – Drawing of Fourth Plinth ................38 R3 – Fourth Plinth template ....................39 R4 – The empty Fourth Plinth ................40 2 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource INTRODUCTION The Fourth Plinth Programme is the 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 3 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource RESOURCE AIMS record, research, make, present, as well as designing, making and reflect upon and assess their own work. problem-solving. Finally, students can This resource can be used by teachers They should also give constructive review their proposed design. and students to develop a design feedback to other students. drawing, sculpture or model (maquette) for the Fourth Plinth Schools Awards. USING THE RESOURCE It helps students research the ideas, methods and approaches artists use These lesson plans are designed to be to make works for public spaces. flexible. That means you can include, This includes the Fourth Plinth and adapt, or leave out activities – according other public spaces in London. to what materials/resources you have and how much time/interest there is. It aims to give students a critical and cultural understanding of the role of Planning for around four or five sessions art, craft and design in London by is ideal. That’s one or two to introduce looking at the context in which it is the subject, and one to visit Trafalgar made. This includes the local and global Square (or another outdoor space) environment, London’s audiences to see, record and discuss public and the meaning of historical and sculpture. Further sessions will deal contemporary public art. with learning sculpting techniques like modelling in clay or using modroc Thomas Schütte, Model for a Hotel, 2007 Students are encouraged to watch, plaster bandage, 4 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource 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 5 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource ◆◆ 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 6 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource For practical work you could use: For presentation of a sculpture idea you For research you could use ◆◆ could use a camera, scanner, computer ◆◆ research and recording – drawing for drawing, illustration software, digital photographs/postcards, maps, materials – pencil, pens, charcoal, projector plans of local landscapes featuring found objects or tools, sketchbooks, public 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 have scale sculpture or maquette – clay created public sculpture including (plasticine, air drying or fired), wire, their research and preparation. card, soap, stone, wood, metal, scrim For example, photographic ◆◆ found and recycled materials – boxes, documentation, preparatory cartons, paper plates, cups, card sketches, maquettes ◆◆ tubes, plastic bottles, wood scraps, For named artists see links below building blocks, pipe cleaners, straws, Alison Gill’s pinterest link lolly sticks ◆◆ joining materials – sticky tape, sticky www.pinterest.com/artistinschool/ pads, glue, thread, wire, cable ties the-fourth-plinth ◆◆ decorating or surface enhancement – paint, stains, inks, varnish or PVA, carving tools 7 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource 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 with others 8 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource 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, methods and feelings others’ work and approaches used in their own ◆◆ ◆◆ ◆◆ compare, and comment on, ideas, adapt and improve their work and others’ work, and relate these to methods and approaches used in the context ◆◆ their own and others’ work, and relate adapt and refine their work to ◆◆ these to the purpose of the work reflect their own view of its purpose ◆◆ adapt and improve their work to and meaning realise their own intentions 9 ▶ CONTENTS Fourth Plinth Schools Award Teachers Resource This resource can be used as a Art and Design: The Art of Walking – History: World City standalone guide to creating work for Lesson Plans www.london.gov.uk/sites/default/ the Fourth Plinth Schools Awards. It can www.london.gov.uk/sites/default/files/ files/World%20City.pdf also be used alongside other resources Art%20of%20Walking_Lesson%20 the Mayor has commissioned for the Plans.pdf English: Tales of the River London Curriculum at KS3. www.london.gov.uk/sites/default/ Art of Walking: Primer with maps files/Tales%20of%20the%20River_0. There is lots of potential for making of London
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