Inspiration:

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

Discovering the artwork of New Realist, Niki De Saint Phalle. A Sculpture Unit for VELS Levels 5/6. Year 9,
The Peninsula School, 2009.

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:

Students create imaginative artworks inspired by their own understanding of the human figure moving and the
artwork of Niki De Saint Phalle.

Students explore sculptural visual media and extend their skills in modelling figures, manipulating the art
elements of shape, colour, line, texture and form.
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.

Dreamer Steps: Discussion-Research-Experiment-Art Making-Exhibit-Response

Discussion:

Introduction
Show students the artwork of Niki De Saint Phalle. See websites
www.nikidesaintphalle.com
www.niki-museum.jp/english/index.htm
www.tate.org.uk/liverpool/exhibitions/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 brain storms.

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 above websites will show variety in subject matter.
There are sculptures based on famous figures from 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 gauze, 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.

How To:

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 importantly, smooth out the Modroc piece with 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 mosaic as a medium. The students may want to
embellish their sculptures with sequins, buttons, plastic mosaic pieces, mirror stickers. Zart has a
variety of media to choose from. Adhere with Supertac. When sculpture is dry, coat thoroughly with Zart
Non drip Gloss Varnish to enhance colour and to preserve.

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
Suitable for Level 6