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Zart Extra Term 2 2010

Take a Walk on the Wild Side

The Peninsula School: Niki De Saint Phalle: Modroc SculpturesThe Peninsula School: Niki De Saint Phalle: Modroc SculpturesThe Peninsula School: Niki De Saint Phalle: Modroc SculpturesThe Peninsula School: Niki De Saint Phalle: Modroc SculpturesThe Peninsula School: Niki De Saint Phalle: Modroc SculpturesThe Peninsula School: Niki De Saint Phalle: Modroc Sculptures

The Peninsula School, Mt Eliza

Inspiration for student artwork comes from many sources. In this article, Lisa Smith describes her first and lastest encounter with the work of Niki De Saint Phalle and how they influenced her planning of a unit of work for Year 9 students.

Background
Bold, zany, energetic. These words fit the prolific artwork of Niki De Saint Phalle, France, 1930 – 2002. She is not well known in Australia [only currently represented in The Art Gallery of Western Australia] but is famous in Europe, Britain, Ireland, USA, Canada, Israel, Japan and Korea.

De Saint Phalle’s joyous work first came to my attention in 1983, whilst travelling, when I discovered the newly finished Stravinsky Fountain outside the Pompidou Centre in Paris. I was excited by the revolving lips that squirted water, the top hat and bright colours that dazzled. I knew nothing of its creator, but never forgot the fountain.

20 years on and Niki’s artwork again came to my attention. I read of The Tarot Garden Sculpture Park in Tuscany, Italy. Who could have created such fantasy? Further research revealed that it was the Stravinsky Fountain creator! I became immersed in the art of Niki De Saint Phalle.

In 2008 I joined The Peninsula School’s art tour of Spain and Italy. Finally I was able to visit the famed Tarot Garden. This was possibly the most memorable art experience of my life and the catalyst to this unit of work designed for Year 9 art students.

Aim
Students learn of the artwork of new realist, Niki De Saint Phalle. The students respond to her artworks by developing sculptures inspired by the artist, their own experiences and imagination.

Learning Outcomes
1. Students create imaginative artworks inspired by their own understanding of the human figure moving and the artwork of Niki De Saint Phalle.
2. Students explore sculptural visual media and extend their skills in modelling figures, manipulating the art elements of shape, colour, line, texture and form.
3. Students respond to the visual presentation of their artworks and appraise their own and each others’ responses.
Before starting this unit, students should become familiar with drawing the human body moving. They should have examined lots of photographs and artworks that depict humans moving.

Discussion
Show students the artwork of Niki De Saint Phalle.

Research
Students discover background information about Niki De Saint Phalle. This should be done to best suit the learning styles of the students. Suggestions include assignments, power point presentations, mind maps and brainstorms. The main considerations are: Who was she? When did she live? Where did she live? Who were her inspirations? What were her interests? Her passions? Her loves? What type of artwork did she create? Key points are Niki’s infatuation with the artwork of Gaudi and her visit to Parc Guell in Barcelona where she stated she met her master and her destiny. Note the influence of modernists such as Dali and Duchamp on her art, her interest in the rights of women, African Americans and Native Americans, and her spirituality.

Experiment
The students then choose one of De Saint Phalle’s art works that particularly interests them. They discuss why they like that particular art work, download copies of it and glue them into their visual diaries. The students research the story behind the piece. Why was it made? When? What materials were used to create the work? Where is it housed today? What is De Saint Phalle conveying to the viewer? The students make sketches of the work. They may want to adapt it. They create or plan a design for their own sculpture, based on their research. A quick flick through the websites listed at the end of this article, will show variety in this subject matter. There are sculptures based on famous figures in sport, music, mythology, the Bible and Tarot Cards. Most students will find at least one artwork that should inspire them.

Art Making
Materials required include armature wire, newspaper, masking tape, string, wire mesh, Modroc, acrylic paint, Zart Non-drip Gloss Varnish, tacky glue, sequins, plastic mosaic pieces. Tools required include wire cutters or pliers, scissors to cut Modroc, empty yoghurt or ice cream containers.
Step 1 - Work from sketches inspired by one of De Saint Phalle’s sculptures and use armature wire to create the outline of the sculpture. The skills of twisting wire to join it may need to be demonstrated. Reinforce the safety feature of placing a loop at the ends of the wire to avoid an eye being poked out.
Step 2 - Support the body outline of wire with horizontal wires that are twisted to the exterior, to delineate the waist, chest, feet, hands, elbows and head so that the figure starts to become 3 dimensional.
Step 3 - Screw up newspaper pieces to act as the padding or flesh for the wire skeleton. Secure the newspaper with masking tape or string.
Step 4 - Note proportion. Are the legs, arms in the correct position and size in relation to the rest of the body? Some figures may be deliberately exaggerated. Cover the armature with Modroc. Using suitable scissors that can afford to be blunt, cut Modroc into manageable strips, soak in water that is in plastic ice cream or yoghurt containers, wipe off excess water on the rim of the container, place onto armature in any flat position and most importantly, smooth out the Modroc piece with an index finger to raise the plaster to the surface and ensure a smooth finish. This is best done on outside tables if possible as Modroc is a messy medium and the plaster residue has a fine dust that can irritate lungs. Cover the armature with one thorough layer of the Modroc bandage pieces.
Step 5 - Allow 24 hours to dry. Undercoat with white paint, gesso or even a thin layer of plaster if the students have not adequately smoothed the Modroc bandage. When dry, use a 2B pencil and sketch in patterns to aid painting. Use Global Acrylic Paint to paint the sculpture. Stress bright colours, an even application of paint and hard edged painting.
Step 6 - Further decoration. Niki De Saint Phalle favoured mosaics as a medium. The students may want to embellish their sculptures with sequins, buttons, plastic mosaic pieces or mirror stickers. Zart has a variety of media to choose from. Adhere with Supertac. When the sculpture is dry, coat it thoroughly with Zart Non-drip Gloss Varnish to enhance colour and to preserve it.

Exhibit
To display the sculptures it may be necessary to create a stand. Our solution was to use wood cut into circles and a dowel rod. Our design faculty and art technician aided us. The students decorated the stand to enhance their model.

Response - Self evaluation
The students completed an appraisal of their work which highlighted the new skills they attained in the unit, their opinion of their work, what they found difficult, what they would change and what they learnt about life from Niki De Saint Phalle. Some of the sculptures were obviously inspired by her and were, “ on the wild side” with curvy , brightly painted females, a sun god and a praying Buddha whilst other students created realistic looking sportsmen such as a cricketer, a swimmer and a basketball player. Enjoy exploring this theme.

Lisa Smith
Middle School Art Teacher
The Peninsula School, Mt Eliza


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