YEAR 10 SEMESTER 2, TERM 4, 2008
The Liminal & The Landscape
– exploring our connection with Place – where our Skin ends and Place begins
Judy Watson
Lloyd Rees
Making Dimension
Liminal: a threshold - the space between 2 distinct things eg, our skin, the sea shore.
Landscape:
1 a : a picture representing a view of natural scenery b : the art of
depicting such scenery
Skin:
any of various outer or surface layers (as a rind, husk)
under the skin : beneath apparent or surface differences : at heart
)
Transpire: to pass in the form of a vapour from a living body
(
dictionary:
“The desert in the centre of the Australian continent, conveniently shaped
like a human heart, becomes the Interior with all its interpretative
possibilities. The notion of mental exploration is linked with geographical
imagery, particularly that of the desert/wilderness.”
Patrick White
http://www.nobel.se/literature/articles/hansson/
Fred Williams http://www.nga.gov.au/landscapes/
http://amol.org.au/discovernet/tales/landscape.asp
William Robinson
BACKGROUND
In the main, the history of Australian Art across 40,000+ years, is about
associations with Place.
The landscape is a physical environment, a
personalised space/place in which we live. Through memory and our
associations with particular places, the landscape comes to embody our sense
of self.
The landscape has a personality with unique colours, textures,
light, smell etc.
The landscape can also act as metaphor for the inner
space/place through which we take the Heroic Journey to the Centre – to our
inner self. As Patrick White explored in Voss – The Red Centre – The Heart –
The Self are one. Place can signify a spiritual centre that is far from empty
– waiting to be explored.
FACT: 90%+ of the Australian population live on a narrow coastal skin,
hugging the watery coastline – huddled in cities.
FOCUS: In this unit you are invited to explore your own connection to Place –
Your own Skin – the intangible liminal plane between the physical you and
nature. To get you started, reflect on the following questions - Where is
your boundary? Can your idea of ‘skin’ take in your surroundings? Think about
the idea of TRANSPIRING into Place ie broadening your perspective of Self to
take in your environment – how does this happen?
CONTEXT : Geographical, Psychological, Historical RESEARCH BACKGROUND
Australian Art has been concerned with this idea for centuries. It is
interesting to consider how various phases of the genre of Landscape Painting
have helped create, expand and / or define our sense of Self (as nation and
as individuals).
MEDIA: various mixed media (watercolour, collage, graphite, charcoal) on
large paper
VISUAL LANGUAGE & EXPRESSION: use the inquiry model to explore the concept
using colour, texture, line, composition, overlapping, multiple view points
using the following process
RESEARCH and EXCERCISES – week 1/2
1. Collect a range of images of your favourite place (at least 10), as
diverse as possible. Include maps and paste these into your visual
diary.
2. Write down 5 – 8 key words to signify your place.
3. Visualise yourself in this place, moving, touching things and surfaces,
sensing, smelling, etc. Take note of your responses based on each of
your senses.
4. Write about your imagined experience of the place – is it hot or cold?
What do your fingers feel when you reach out? What textures surround
you, what time of day is it, what is the light like, what season is it?
Is there a breeze? Do you feel comfortable and relaxed or alien to the
place … ? Transpire into the place – feel it through your skin as well
as see it through your eyes. Describe the experience in as much detail
as possible in your visual diary
5. We will view several videos of artists working on mixed media landscape
works that go beyond the simple representation of a place. Use these
artists as inspiration for your own work. Select one as a mentor and
learn from them. Research their place, their working style and their use
of media ie how does their choice of media play a role in the
communication of the artist’s intention?
DEVELOPMENT – week 2
1. Make a sketch from memory including all the detail you can imagine.
It does not have to be a realistic image but should contain as much
expressive mark making and feeling for place as possible.
2. Work with the memory sketch and develop a crude composition.
3. Using the images you have collected, select iconic elements that tell
the story of your place – eg landmarks, colours, textures, trees,
cliff faces, horizon line etc
4. Make a rough compositional layout by laying down washes as a
background, add torn collage elements, charcoal lines etc referring
to your mentor’s work
5. Make alternative compositions until you are happy that your sketch
approaches your impression of the place.
Criterion
A
B
C
D
E
6. Using large mixed media paper, working quickly and spontaneously,
layout the composition
RESOLUTION – weeks 3 – 7
1. Resolve a mixed media work based on Your Place to communicate your
feeling about this place to others.
2. Relate the work to one of the artists listed in the Appraising
Dimension
Student Name:
Due Date:
Teacher:
Making Dimension
KM, RV, AH
Visual Literacy
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
 astute
defining and
creative
resolution of
visual
problems that
expressively
and
innovatively
address the
concepts,
chosen
focuses,
contexts and
media
 defining and
effective
resolution of
visual
problems with
sustained and
consistent
relevance to
concepts,
chosen focus,
contexts and
media
 defining and
resolution of
visual
problems
relevant to
concepts,
chosen focus,
contexts and
media
 some defining
of visual
problems and
attempting of
resolution
relevant to
concepts and
suggested
media
 attempted
resolution of
visual
problems using
media
 communication
of meanings
through use of
visual
language and
expression,
reflective of
aesthetic
choices
 replication
and
communication
of meanings
using visual
language and
expression
 effective and
deliberate
communication
of intended and
explicit
meanings,
demonstrating
aesthetic
choices through
manipulation
and control of
visual language
and expression
Application
 research,
development,
resolution and
reflection
which
consistently
shows a
creative,
informed
personal
aesthetic.
 considered
communication
of intended
and explicit
meanings,
demonstrating
aesthetic
choices
through
application of
visual
language and
expression
 research,
development,
resolution and
reflection
which
consistently
shows an
informed
personal
aesthetic.
 research,
development,
resolution and
reflection
which shows a
personal
aesthetic.
 use of images
and/or objects
 copied ideas
and
information.
 research and
development
achieving some
resolution and
minimal
reflection.
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
 effective
construction
and clear
communication
of intended and
explicit
meaning
applying deep
knowledge and
critical
understanding
of materials,
technologies,
techniques and
processes
 credible
construction
and clear
communication
of intended
meaning using
and applying
knowledge and
understanding
of materials,
technologies,
techniques and
processes
 construction
and
communication
of meaning
using
knowledge and
understanding
of materials,
technologies,
techniques and
processes
 reproduction
of meaning
using some
knowledge of
materials,
technologies,
techniques and
processes
 use of
materials,
technologies
and
techniques.
 purposeful and
considered
selection,
manipulation
and
exploitation
of materials,
technologies,
techniques and
processes
informed by
discerning
research,
development,
resolution and
reflection.
 selection,
experimentatio
n and
manipulation
of materials,
technologies,
techniques and
processes
informed by
relevant
research,
development,
resolution and
reflection.
 selection,
exploration
and use of
materials,
technologies,
techniques and
processes
informed by
research,
development,
resolution and
reflection.
 use of
materials,
technologies
and techniques
drawing on
research,
development,
resolution and
reflection.
Comment
YEAR 10 SEMESTER 2, TERM 4, 2008
Student Name:
Due Date:
Teacher:
KM, RV, AH
Appraising Dimension
Send Me a Postcard
Task:
1. In the table below, insert a small version of one image by each artist.
2. Using the template provided, create a postcard. Select a landscape work
by one of the artists in the list below. In the space provided for
writing, analyse the work in relation to the artist’s use of the
relevant elements of art and how they have been employed to communicate
meaning. You will need to research the artist in some depth in order to
understand their intent and purposefully interpret their work.
John Olsen
Judy Watson
Mandy Martin
Fred Williams
Robert Juniper
John Wolseley
Kathleen Petyarre
Lloyd Rees
Emily Kame Kngwarreye
Gloria Petyarre
A
B
C
D
E
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
The student work
has the
following
characteristics:
 critical
analysis,
interpretation
, evaluation
and effective
synthesis of
information
about visual
language,
expression and
meanings in
artwork,
 critical
analysis,
interpretation
and evaluation
of information
about visual
language,
expression and
meanings in
artwork,
 analysis and
interpretation
of information
about visual
language,
expression and
meanings in
artwork,
 consideration
of information
about meanings
in artwork
 description
and
classification
of artworks
 an opinion
based on some
research,
development,
resolution and
reflection
 some research
to identify
artworks
CRITERIA
Appraising
Tim Storrier
Brett Whiteley
 an independent
and informed
viewpoint
substantiated
by
comprehensive
and insightful
research,
development,
resolution and
reflection
 consistently
accurate and
skilful use of
relevant
visual art
terminology,
referencing
and language
conventions.
Comments:
 a considered
viewpoint
justified by
effective
research,
development,
resolution and
reflection
 skilful use of
relevant
visual art
terminology,
referencing
and language
conventions.
 a viewpoint
justified by
adequate
research,
development,
resolution and
reflection
 use of
relevant
visual art
terminology,
referencing
and language
conventions.
 occasional use
of suitable
visual art
terminology
and language
conventions.
 use of some
language
conventions.
Liminal Selves – Skin + Land - Resources
A walk through the forest strokes your fur,
the fur you no longer have.
And your gaze
down a forest aisle is a strange, long
plunge, dark eyes looking for home.
For delicious minutes you can feel your whiskers
wider than your mind, away out over everything.
William Stafford
A Fantastic Resource – United Galleries
http://www.unitedgalleries.com.au/?page=ICONIC&item=*&gclid=CLiU07zcjpYCFQQCa
godl0GdEQ
Australian Art Gallery http://www.galeriaaniela.com.au/Australian%20paintings.htm
Specifically Indigenous http://www.galeriaaniela.com.au/Australian%20Aboriginal%20paintings.htm
Brett Whiteley Resources – 1mb download http://www.brettwhiteley.org/education/resources
Emily Kame Kgnwarreye – an outstanding resource
http://www.nma.gov.au/exhibitions/utopia_the_genius_of_emily_kame_kngwarreye/
the_exhibition/
Art Talk podcasts - http://arttalk.podomatic.com/
Brett Whiteley Studio Link - http://www.brettwhiteley.org/
William Robinson - http://www.evabreuerartdealer.com.au/robinson.html
Tim Storrier Website - http://www.storrier.com/
Writing about Art – some excellent reviews http://slowpainting.wordpress.com/2008/06/16/cy-twombly-at-tate-modern/