In our absence
In our absence…….
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In our absence…….
In our absence…….
In our absence…….
In our absence…….
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In our absence…….
1A) Here we see Anne-Marie Quinn
speaking to a group of year 8 pupils.
She is standing in front of her
sculpture “Bella’s
Wardrobe”. This
piece of work was inspired by a phase
in her daughters life, when Bella’s
transition from child to adult was
symbolised by the abandonment of her
childhood wardrobe. The wardrobe in
fact became a metaphor for Bella’s
‘rites of passage’. Its removal and
subsequent
dismantlement
held
significance for both mother and
daughter as both tried to come to
terms with a shift within their
relationship. The dismantled and
collaged wardrobe symbolised AnneMaries’ “letting go” and Bella’s
“butterfly like” metamorphasis.
1B) A detail of ‘Bella’s Wardrobe’
as displayed in the gallery space of
one of the art rooms. The
suspended wooden elements are
recognisable as parts of the door,
back and frame. The components
have been collaged with drawings
and materials that have significance
to Anne-Marie’s relationship with her
daughter. Drawings of hands are
important as they symbolise feelings
of love and protection whilst images
of butterflies imply growth and
freedom. Through this work pupils
were introduced to the power of
artistic metaphor and symbolism.
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2A) Anne-Marie admires the work of the
Colombian born artist Doris Salcedo and
enthuses about an exhibition of the
artists work that was shown at
Liverpool’s Anglican Cathedral in 2001.
Here we see a ‘context wall’ that shows
reproductions of Salcedo’s furniture
pieces – alongside the images a
selection of words have been displayed
to help pupils engage with the artist’s
sculptures. Salcedo’s work speaks
poignantly about the strife of civil war in
her country; her concrete filled furniture
sculptures stand as testaments to the
lives of the many missing, murdered as
displaced people of Columbia. Salcedo
says:- “...it is not only my own
experiences that count; the experiences
of the victims of violence I have
interviewed is an essential part of my
work. Thus my work is the product of
many peoples experiences ”
2B) In the adjacent art room, pupils
were introduced to aspects of the
theme using a wider context. A
variety of short narratives were
introduced
focussing
on
the
experiences of children in times of
War. Stories gleaned from an
exhibition at the newly opened
Imperial war Museum of the North as
well as the famed story of Anne Frank
were used. Pupils were asked to
respond empathetically to
provide words (see white board)
which could be used later in ‘word
streams’ that would have personal
significance to each individual.
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3A). Here we see the first stage of
the pupils “bringing their wood back
to life”. Although the timber was now
dead wood, it was once a living,
breathing life form. Anne-Marie had
spoken about threads and roots that
bind families and memories together,
these timber staffs also having been
part of a tree with roots, having
histories. They used brusho inks to
stain the wood painting and wiping
the colour all over. The pupils chose
their
colours
symbolically,
for
example red to symbolise bloodshed,
green to represent new life and new
beginnings or peace. The brusho ink
had a translucent quality which meant
that although the wood was being
stained none of the original qualities
were being hidden. This technique
ensured that the grain in the wood
was highlighted and accentuated.
3B). Following on from the classroom
activity to widen context, the pupils had
created “word streams” by writing on
bandage or ribbon. Their words were
written individually to articulate their
feelings about exile, civil war and
related issues. Their choice of material
was symbolic, thinking about the
opposite functions that bandages and
ribbons have. Bandages represented
hurt, loss, healing and protecting,
ribbons were thought of as more
hopeful,
being
associated
with
ceremony, victory, medals and happier
times. The bandages and ribbons were
used to wrap and bind the wood,
therefore beginning the first process of
protecting essentially private feelings
and thoughts.
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4A) Here we see hands from three
pupils working co-operatively and in
close proximity on a selection of
timber (later to be called by one
pupil a ‘staff’ - “staff of life”) this
image gives us a great deal of
pleasure as it clearly addresses one
important aim of the project – that
being all Year 8 pupils should
be involved in this major project and
for them to work side by side in
harmony and with a common
purpose.
4B) A detailed view of one of the ‘staffs’
– here can be seen a copy of one of the
pupil’s birth certificate. This being one
among many personally ‘sourced
objects’ provided by pupils, parents and
grandparents. Pupils skilfully included
‘special’ items into the layering of the
surfaces of their ‘staffs’ each material,
object, colour, word and method of
attachment having a meaning within the
whole meaning. The pupils were eager
and open to new ideas of how to work
experimentally with the materials and
process. They were articulate in their
explanations of why they had worked in
specific ways. (see pupils statements)
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5A). In pairs, the pupils wrapped, tied,
knotted and glued their artefacts onto
their staffs. They were relating closely
to Anne-Marie’s work where she had
spoken about wrapping and protecting
chosen objects and images.
On
“Bella’s Wardrobe”, Anne-Marie had
layered images and in some places
only she knows what is actually there
hidden under protective layers. They
plaited, tied and knotted different
coloured materials, entwining feelings
and thoughts together.
This act
representing a bringing together of
what had initially been an individual
and private act when creating their
“word streams” to joining and sharing
ideas. Symbolising a joining together
of different people to work and live
together in peace.
5B). Where the pupils had attached
perhaps a treasured photograph or
document they would often wrap
something
around
it
which
symbolised a way of keeping this
memory intact, it’s importance
enhanced by this very act. They
related well to Anne-Marie’s work
and understood that some things are
very private and precious. Some of
their own artefacts and words
became hidden under wrapped and
protected layers. This represents life
and the plethora of memories an
individual accumulates throughout a
lifetime. The very act of some things
becoming hidden emphasised how
important and private such things
can be.
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6A). Here we see some pupils
working on almost completed
staffs. They had used a number
of techniques including wrapping,
binding, knotting, collage, painting
and writing. Initially they had been
working on small sections, now
they had begun to look at the staff
as a whole. Often each end of the
staff
represented
different
feelings, one end being despair,
the other being hope and new
beginnings.
6B). At this point of near completion
the pupils could see the fruition of
their work. They began to think of
their staffs as a whole rather than a
fragmentation of ideas. They could
see how they had brought their
pieces of timber back to life, by
embellishing them symbolically with
thoughts and memories from their
own lives. Their wood now was telling
a story, their stories, demonstrating
their empathy for the exiled and
victims of civil war.
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7A). Here we see the finished
installation, each pair’s separate
component joining together to
create a very powerful and
colourful whole. The staffs were
both suspended from the ceiling
and joined together in wig wam
like freestanding structures. In
their absence the pupils had left
behind a moving visual statement
of how they had demonstrated
empathy for the subject matter.
7B). Their staffs once installed in this
way were more powerful than anyone
could have anticipated. Displayed
like this their staffs now represented a
forest of thoughts, feelings and
individual stories. Collectively they
symbolised both the fragility and
power of human feeling. They had
brought the wood back to life, their
stories entwining and each one
reaching out and empowering the
rest, all the individual components
now working as a whole.
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8A) Once installed their staffs
symbolised a collective absence.
The fragility and power of human
feeling
had
become
an
encompassing idea. As an
installation the staffs had become
one statement, however each
staff was personal to each pupil.
By using a laptop and digital
projector, images of the pupils
were projected onto and above
the staffs. Again the results far
exceeded expectations, with
huge imposing portraits towering
over the work of others. From
various angles the projections
washed over the staffs like
rippling water.
8B) The installation was first
exhibited during the Year Eight
Parents Evening. Parents were
invited to view the work and meet
Anne-Marie. Pupils and parents
alike were delighted with the
scale of the installation, the
complex arrangement of colour,
texture and symbolism. The
installation was viewed from
various angles and always
revealed more thoughts and
ideas of those people who are,
“in our absence.”
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In our absence…….
A joint project by Year 8
Lowton High School pupils
and Anne- Marie Quinn.