LEARNING AND RESOURCE PACK
For primary & secondary schools
A Gallery Without Walls
www.folkestoneartworks.org.uk
www.creativefoundation.org.uk
1
Introduction
This pack has been designed to assist primary and secondary school teachers in delivering
lessons, to help guide alternative curriculum providers and to initiate ideas for various informal
learning opportunities. The pack includes information, ideas, discussions and activities to be
carried out whilst out visiting the works as well as back in the classroom. Some activities can be
set as holiday projects, encouraging families to explore Folkestone together. The ideas may also
interest people working with groups outside of formal education as visiting the collection offers
different ways of seeing, thinking and learning about art and the town.
Background
Folkestone Artworks forms a major component of the arts and education-led regeneration of
Folkestone, driven by the Creative Foundation who has developed a burgeoning Creative Quarter
populated by artists, independent retailers and creative businesses in a growing number of
refurbished studio, living and retail spaces. The Cube Adult Education Centre and Quarterhouse
are also located in the Creative Quarter.
Folkestone Artworks now consists of 16 high calibre, engaging works commissioned especially for
the town and people of Folkestone making the town a unique destination for contemporary art in
the UK. The collection includes works by artists as prestigious and well known as Turner Prize
nominees Tracey Emin, Richard Wilson, Cornelia Parker and Nathan Coley and 2007 winner Mark
Wallinger
Experiencing art outside the confines of a gallery or institutional setting breaks down boundaries
and encourages a more accessible way for young people to view and think about contemporary
art. The inclusive nature of the collection encourages creative questioning, different ways of
seeing, learning and thinking about contemporary art; helping to build confidence, communication
skills and self-esteem.
Key areas being personal, social and emotional development, communication skills, language and
literacy, knowledge and understanding of the world as well as critical thinking, physical and
creative development.
Our learning and events programme nurtures sustainable relationships with often underrepresented audiences, promoting inclusivity and equality. We work with schools, colleges,
universities, community groups and arts providers to embed the collection as a learning resource
into the curriculum and the cultural fabric of Folkestone and East Kent.
To access a map of the artworks, as well as further information on the artists please visit
www.folkestoneartworks.org.uk or contact jo.cowdrey@creativefoundation.org.uk 01303 245799
Archive films are also available to view on request.
Works Included
Tonico Lemos Auad ‘Carrancas’ 2011
(Boat figureheads and brick fist, Folkestone Harbour)
Ruth Ewan ‘We Could Have Been Anything That We Wanted To Be’ 2011
(Clock with the time altered to French Revolutionary time, Top of the Zig Zag Path, The Leas)
Cornelia Parker ‘The Folkestone Mermaid’ 2011
(Bronze life cast figure on granite boulder, Sunny Sands)
Patrick Tuttofuoco ‘Folkestone’ 2008
(Folkestone sign on harbour arm pier)
2
TONICO LEMOS AUAD Born: 1968 Belem, Brazil Lives/Works: London
Title
‘Carrancas’
Location
Folkestone Harbour
Introduction
Tonico Lemos Auad has made a series of Carrancas boat figureheads, more usually found on
riverboats in northeast Brazil and used as symbolic talismans to protect sailors. Carrancas are zoo
anthropomorphic figures that frequently mix the features of humans, horses and lions and are used
as talismans to protect the local fishermen from evil spirits, an expression of the universal desire
for something magical, something larger than ourselves to help us conquer our trepidations.
Looking closely some features on these curios structures soon become apparent, there are heads,
human forms, some gargoyles eyes and a large brick fist that lies heavy on the seabed, and as the
height of the objects attached to the posts vary, these forms will appear and disappear with the rise
and fall of the tide. Erosion and mutability are important qualities in Tonico Lemos Auad’s
sculptural works and in Folkestone he was inspired by the weathered stone sculptures on the
nearby parish church of St Mary and St Eanswyths.
Auad was born and raised in Belem, Northern Brazil, which like Folkestone is a port town. There
he was fascinated by the ritualistic processions for an afro- Brazilian goddess of the sea. In these
celebrations a votive object symbolizing the wishes of the carrier, a brick for instance could
represent a whole house, was transported through the streets down to the beach. Images of these
festivals along with Folkestone’s own annual blessings of the fisheries, the multi-cultural charivari
day procession were inspirations for the artist.
Above: Images by Tonico Lemos Auad
3
Primary Key Stages 1 and 2
Art and Design
Focus
Key Stage 1
Art and Design
Key Stage 2
Investigating and making art, craft and
design
Try out tools and techniques and apply these
to materials and processes, including drawing.
Represent observations, ideas and feelings,
and design and make images and artefacts.
Breadth of study
Investigating different kinds of art craft and
design [for example, in the locality, in original
and reproduction form, during visits to
museums, galleries and sites, on the internet].
Focus
Investigating and making art, craft and
design
Apply their experience of materials and
processes, including drawing, developing their
control of tools and techniques.
Use a variety of methods and approaches to
communicate observations, ideas and
feelings, and to design and make images and
artefacts.
Breadth of study
Investigating art, craft and design in the
locality and in a variety of genres, styles and
traditions [for example, in original and
reproduction form, during visits to museums,
galleries and sites, on the internet].
National
Curriculum
2b
2c
5d
National
Curriculum
2b
2c
5d
Activity
Art and Design: Make a mask for decoration that mixes human features with those of an animal.
Think about how masks are used to create certain atmospheres and portray events.
Images by Tonico Lemos Auad
4
Secondary Key Stages 3 and 4
Art and Design
Focus
Key Stage 3
Art and Design
Key Stage 4
Investigating and making art, craft and
design
Apply and extend their experience of a range
of materials and processes, including drawing,
developing refining their control of tools and
techniques.
Experiment with and select methods and
approaches synthesise observations, ideas
and feelings, and to design and make images
and artefacts.
Breadth of study
Investigating art, craft and design in the
locality, in a variety of genres, styles and
traditions, and from a range of historical, social
and cultural contexts [for example, in original
and reproduction form, during visits to
museums, galleries and sites, on the internet].
Focus
National
Curriculum
2b
2c
5d
National
Curriculum
How ideas, feelings and meanings are
conveyed and interpreted in images, artefacts,
products and other media
How images, artefacts and products relate to
social, historical, vocational and cultural
contexts
Activity
A Myth is a bit like a legend or a folktale – a traditional typically ancient story with supernatural
beings, ancestors or heroes that touches on cultural practices. A collection of myths or a study of
them is called mythology. In mythology a hybrid is a creature combining body parts of two or more
species.
Art and Design: Make a mask for decoration that mixes human features with those of an animal.
Discuss the use of masks in different cultures and ceremonies. Think about how masks are used
to create certain atmospheres and portray/convey events. Research historical and contextual
references of mask collections from different cultures and countries; look at their colours,
techniques and uses. Or alternatively research talismans and create your own personal talisman.
There is a suggested booklist for Cultural Mask research at:
http://www.readwritethink.org/classroom-resources/lesson-plans/behind-masks-exploring-culture395.html?tab=3
With some Cultural Mask resources and web-links at: http://storytrail.com/masks/resources.htm
5
RUTH EWAN Born: 1980 Aberdeen, Lives/Works: London
Title
‘We Could Have Been Anything That We Wanted To Be’
Location
Top of the Zig Zag Path, The Leas, Folkestone, CT20 2EF
Introduction
This clock has been subtly altered to tell French revolutionary time on one clock face and actual
time on the other. Ruth Ewan is interested in social models of protest and propaganda. This
particular work is based on when, in 1793, the Gregorian calendar was abandoned in favour of an
entirely new model, The French Republican Calendar, which became the official calendar of
France for 13 years. Decimalisation of time was also adopted. Each day in the Republican
Calendar was made up of 10 decimal hours, with each decimal hour divided into 100 decimal
minutes and each decimal minute into 100 decimal seconds.
Ruth Ewan also produced a booklet bringing decimalised time into context, whilst narrating the
violent and ideological history of a seemingly benign object – a public clock. These are available
on request from jo.cowdrey@creativefoundation.org.uk
A decimal wall clock
Republican Calendar.
Images: Ruth Ewan
6
Primary Key Stages 2
English
Focus
Key Stage 2
En3
Writing
Breadth of study
To imagine and explore feelings and ideas,
focusing on creative uses of language and
how to interest the reader
National
Curriculum
9a
Activity
Clocks and Time
The history of clocks is very long, and there have been many different types of clocks over the
centuries. The first way that people could tell the time was by looking at the sun as it crossed the
sky. The oldest type of clock is a sundial clock first used around 3,500 B.C. (about 5,500 years
ago). Sundials use the sun to tell the time. The shadow of the sun points to a number on a circular
disk that shows you the time.
What do you think the main problem with telling the time with a sundial clock was? Around 1400
B.C. (about 3,400 years ago), water clocks were invented in Egypt these were much more
accurate than sundials. Later it was decided to divide the year into months and days. Later still
into hours, minutes and seconds. In 1884 time zones were introduced. Imagine a world without
the invention of measuring time?
Write a story about what type of experiences and problems you would encounter in your day-today life and what other things would be affected if there weren’t any clocks.
For more information on time visit: http://www.absoluteastronomy.com/topics/Time
7
Secondary Key Stages 3 and 4
Citizenship
Focus
Key Stage 3
Art and Design
Key Stage 3
Art and Design
Key Stage 4
Developing skills of enquiry and
communication
Think about topical political, spiritual, moral,
social and cultural issues, problems and
events by analysing information and its
sources, including ICT-based sources
Contribute to group and exploratory class
discussions, and take part in debates.
Focus
Exploring and developing ideas
Record and analyse first-hand observations, to
select from experience and imagination and to
explore ideas for different purposes and
audiences
Focus
National
Curriculum
2a
2c
National
Curriculum
1a
National
Curriculum
How the knowledge and understanding of the
work of others can develop and extend
thinking, and inform their own work
How images, artefacts and products relate to
social, historical, vocational and cultural
contexts
Activity
Protest
Citizenship/Art and Design: You may have watched the elections on the television or seen people
publicly protesting and have an insight into different people’s opinions on the way things should be
done.
You are to organise a protest – what are you protesting against and why? Discuss your ideas with
your class. Create a banner that gets your message across. Look at historical and contextual
references of protest within different cultures and countries in particular the French Revolution.
More information on the French Revolution can be found here:
http://en.wikipedia.org/wiki/French_Revolution
To find out more about protest visit: http://www.absoluteastronomy.com/topics/Protest and
http://en.wikipedia.org/wiki/Protest
8
CORNELIA PARKER Born: 1956 UK Lives/Works: London
Title
The Folkestone Mermaid
Location
At the end of The Stade over looking Sunny Sands
Introduction
Cornelia Parker’s sculpture of a local Folkestone woman is life-sized and is cast in bronze. It is
based on Copenhagen’s Little Mermaid, which was inspired by the Hans Christian Anderson fairy
story. The ‘Folkestone Mermaid’ gazes enigmatically out to sea perhaps anxious about our futures.
Because the cast is of a real life person she is worldlier and more, well-endowed than the nymphlike original.
All women of Folkestone were offered the opportunity to model for the mermaid. Through a
process of open submission, Parker chose Georgina Baker, mother of two and Folkestone born
and bred. Unlike the idealised Copenhagen version, this is a life-size, life-cast sculpture,
celebrating the local and the everyday. Parker’s mermaid, a more confident and knowing lady of
the sea than Hans Christian Andersen’s fairytale one, is a permanent work for Folkestone.
Parker has become known for her installations and interventions, including ‘Cold Dark Matter: An
Exploded View’ (1991), where she suspended the fragments of a garden shed, blown up for her by
the British Army; and ‘The Maybe’, a collaboration with actress Tilda Swinton, at the Serpentine
Gallery in 1995. She wrapped Rodin’s ‘The Kiss’ with a mile of a string to make a new work ‘The
Distance (a kiss with string attached)’ for her contribution to the Tate Triennial (2003).
Above: Georgina Baker, the model for ‘The Mermaid’ with the life cast.
9
Primary Key Stages 1 and 2
English
Focus
Key Stage 1
En1
En2
En3
Listening
Sustain concentration
Remember specific points that interest them
Make relevant comments
Listen to others’ reactions
Ask questions to clarify their understanding
Identify and respond to sound patterns in
language [for example, alliteration, rhyme,
word play].
Speaking
Telling stories real and imagined
Literature
Retellings of traditional folk and fairy stories
Writing
Breadth of study
To create imaginary worlds
Art and Design
Focus
Key Stage 1
Exploring and Developing Ideas
Record from first-hand observation,
experience and imagination, and explore ideas
English
Focus
Key Stage 2
En1
Listening
Breadth of study
Live talks/readings/presentations
Writing
Breadth of study
To imagine and explore feelings and ideas,
focusing on creative uses of language and
how to interest the reader
En3
National
Curriculum
2a
2b
2c
2d
2e
2f
8a
6c
9b
National
Curriculum
1a
National
Curriculum
9a
9a
Activity
Underwater - Story Telling and Creative Writing
At the beginning work with the entire class and introduce the story of ‘The Little Mermaid’ and
explain that it is set underwater in the ocean. Ask the class to think of as many things that they
might find underwater and write any suggestions either on the board or on flipchart. Try to
encourage pupils to suggest unusual items, which may have been lost in the ocean or have ended
up in the water by accident (such as shoes, rubbish etc). Have each pupil choose one item and
create a short story of how his or her item came to be underwater. This should be both written
work and pictures. Once time has been given for this, have the group form small groups of about
three or four. Have each group select one of their object stories to have as their group story.
Using the selected story, ask each group to create three still images, which will tell 1: The
beginning, 2: The middle and 3: The end of the story. Allow each group to present their images
and have the rest of the class suggest ideas as to what they think the story is about.
Read the story of The Little Mermaid here:
http://www.surlalunefairytales.com/littlemermaid/index.htmll
Find out more about Hans Christian Andersen and the story of The Little Mermaid at:
http://www.absoluteastronomy.com/topics/The_Little_Mermaid
10
Secondary Key Stages 3 and 4
Art and
Focus
Design
Key Stage 3
Breadth of Study
Exploring a range of starting points for practical
work including themselves, their experiences and
natural and made objects and environments.
Working on their own, and collaborating with
others, on projects in two and three dimensions
and on different scales
Using a range of materials and processes,
including ICT [for example, painting, collage,
print making, digital media, textiles, sculpture.
Investigating art, craft and design in the locality,
in a variety of genres, styles and traditions, and
from a range of historical, social and cultural
contexts [for example, in original and
reproduction form, during visits to museums,
galleries and sites, on the internet].
Art and
Design
Key Stage 4
Focus
National
Curriculum
5a
5b
5c
5d
National
Curriculum
How ideas, feelings and meanings are conveyed
and interpreted in images, artefacts, products
and other media
How the knowledge and understanding of the
work of others can develop and extend thinking,
and inform their own work
Activity
Monuments
Art and Design: Create a monument for a famous person. Discuss the word monument. Name
and discuss famous monuments in the UK and abroad. Imagine you are an artist who has been
asked to design a monument for a famous person. Which person would you choose to honour
with a monument? Why? What kind of image and design would you create for your monument?
Write a short paragraph explaining the reason you chose the particular famous person; describe
the design of the monument and where it would be situated. Create designs and make a model.
Present to the group and evaluate. (Includes: English and History opportunities for cross-curricular
links).
More information on the Little Mermaid Statue in Copenhagen can be found at:
http://www.absoluteastronomy.com/topics/The_Little_Mermaid_(statue)
11
Secondary Key Stages 3 and 4
Citizenship
Focus
Key Stage 3
Developing skills of enquiry and
communication
Think about topical political, spiritual, moral,
social and cultural issues, problems and events
by analysing information and its sources,
including ICT-based sources
Contribute to group and exploratory class
discussions, and take part in debates
Citizenship
Focus
Key Stage 4
Developing skills of enquiry and
communication
Research a topical political, spiritual, moral,
social or cultural issue, problem or event by
analysing information from different sources,
including ICT
Contribute to group and exploratory class
discussions, and take part in formal debates.
National
Curriculum
2a
2c
National
Curriculum
2a
2c
Activity
Beauty
Citizenship: Look carefully at Cornelia Parker’s sculpture. Think about women and men you see in
magazines, on television and in films. What do you think is the western society ideal of beauty?
Look at historical and contextual references such as: Ruben’s female forms, Pre-Raphaelites, the
historical practice of binding feet in China, Size Zero – in the past what were other ideals of
beauty? What do you think the artist was trying to portray when she based her sculpture on a
member of the Folkestone community?
12
PATRICK TUTTOFUOCO Born: 1974 Italy Lives/Works: Milan Italy
Title
Folkestone
Location
Harbour arm pier, visible from Sunny Sands
Introduction
The Orient-Express, most glamorous of trains and epitome of stylish international travel used to
pull in weekly at Folkestone Harbour Railway Station. Tuttofuoco and two of his collaborators reenacted the classic journey from Istanbul to Paris and Folkestone. FOLKESTONE, his large
sculpture on the harbour arm, is the result of this journey. The individual ‘letters’ were chanced
upon by the artist through social situations and incidents with people along the route.
FOLKESTONE sculpture suggested viewing points: The East Cliff or Sunny Sands.
Patrick Tuttofuoco is interested in how people interact with each other, groups they form and the
behaviors they follow, the towns and cities they design and live in. Journey of different types and
lengths are therefore a rich source of inspiration for him. They open up the possibility of new
encounters and experiences, both on a broad cultural level and on a more intimate, personal level.
Tuttofuoco and his travel companions, an architect and a filmmaker, followed the route of the train
from Istanbul back to Folkestone, almost as an act of pilgrimage. As a way of marking their trail,
they collected a letter from each of the countries they passed through, which together would form
the name Folkestone. Actively seeking ways of working with people along the way, each letter is
the result of a unique meeting or collaboration, a symbol that stands for that leg of their odyssey.
A film of the journey is available in the archive; please contact
jo.cowdrey@creativefoundation.org.uk if you wish to view this.
13
Primary Key Stages 1 and 2
English
Key Stage 1
En 1
Key Stage 1
En 2
Citizenship
Key Stage 2
Focus
Speaking and Listening
Group words with precision
Telling stories, real and imaginary
Reading strategies
Understand how word order affects meaning
Work out the sense of a sentence by re-reading
Focus
Developing Good Relationships
Talk to other people, play and work cooperatively
Breadth of Opportunities
Develop relationships through work and play
National
Curriculum
1b
8a
1i
1k
National
Curriculum
4b
5f
Activity
Using Patrick Tuttofuoco’s work as a starting point, ask the students to collect souvenirs or objects
from home, holidays and visits to other places. Consider how the objects within the collection have
different places of origin, perhaps these origins could be plotted on a map.
Each student will have a particular relationship with their chosen object. Encourage them to create
a short story based on their object and its relationship to the collection as a whole. Create a map to
track the route of the objects from origin to the classroom/work room.
14
Secondary Key Stages 3 and 4
Geography
Key Stage 3
Art and
Design
Key Stage 4
Focus
Knowledge and understanding of places
Describe and explain the physical and human
features that give rise to the distinctive character
of places
Focus
National
Curriculum
3c
National
Curriculum
How ideas, feelings and meanings are conveyed
in images, artefacts and other media
Activity
The ten letters of Patrick Tuttofuoco’s F,O,L,K,E,S,T,O,N,E are each inspired by the things he and
his collaborators saw or people that they met on their journey through the ten countries on the
route of the Orient Express. Behind each letter is a story, these stories are told in the film the artist
made on his journey. The shape of the letter K, for example evolved from the silhouette of a stunt
biker they saw performing in a square in Bulgaria.
Think of a journey they might take, perhaps from their home to the nearest town centre. Create
your own letterforms based on the people and places you meet and pass on your journey.
Combine the letters in a word that describes your journey. When presenting your word elaborate
on the story behind each letter and see if your classmates can recognise the real-world forms you
have used to create them.
We look forward to seeing any work created by your pupils and we would love to hear about
your visit to the artworks!
For more information about the artworks, tours and arranging a visit please contact:
Jo Cowdrey, Folkestone Artworks Curator jo.cowdrey@creativefoundation.org.uk 01303 245799
The Creative Foundation
The Block
65 – 69 Tontine Street
Folkestone
Kent
CT20 1JR
15