Everything is in Everything (March - September 2017) is a collaborative commission with Clodagh Emoe and 4th year students at Hartstown Community School, in partnership with Fingal Arts Office.
It has had two stages - the first was characterised by focused artistic research and the second by artistic experimentation, production and a collaborative DIY ethic. With a consideration of the importance of encounter with actual artworks, included were research trips to IMMA and The RHA Gallery where the work of Dennis McNulty, Jac Leirner, Jane Locke and Richard Forrest was looked at and discussed. Scriptwriting workshop with writer Sue Rainsford introduced students to the role writing can take in contemporary visual art.
The next phase of the project was experimental and action based. The students were encouraged to take ownership of the creative process, with the objective of allowing them to develop a sense of shared meaning and collective agency. Using the research as a springboard, Clodagh worked with the students across a number of sessions to explore the way that objects can suggest narrative, and how an experience can be constructed for a viewer. Together Clodagh, the students and collaborator Jenny Brady have created a moving-image artwork and an audio artwork using choreographed movement, objects, scriptwriting and performance to explore themes of causality and regret in modern life...more info coming soon. \
The starting point of the project was the phrase ‘Everything is in Everything’ by French educationalist Joseph Jacotot. The phrase was intended to conceptually guide the students in the development of their collaborative work. Clodagh and project curator Cleo Fagan chose this phrase for its poetically expressed indication of free and empowering knowledge available in every moment and every thing, as well as for the broader link of Joseph Jacotot to the writings of Jacques Ranciere in The Ignorant Schoolmaster.
This project has been taking place between March and May, with some additional work happening in September / October 2017.
RAIN AND THE BUTTERFLY EFFECT
4th, 8th May
Clodagh worked to fuse the different ideas together into a proposal for a collaborative piece of work, which she then presented to the students. She worked with them to structure it into the narrative of a moving-image piece with a series of scenes. They discussed props, desired effects for installation and actions. They assumed roles, rehearsed, planned. They worked together to conjure rain for a flood...
#conjuring #scriptwriting #collectiveaction #fusingideas
Students re-visited the sites within the school that they had previously been given to propose an installation/intervention. Clodagh encouraged them to think about the work they had previously seen - the strange sculptures created by Richard Forrest - his use of video, audio, strange objects and mirrors to create an alternate reality; Jane Locke’s use of actual trees, a table and chairs and books as material for an artwork, her use of scale – her HUGE drawing. They then discussed their ideas collaboratively, prepared their 2D images and pitched to the class.
#pitch #flood #colour #paperunderfoot #lightfilters #rubbish #flags #soundandspace
TRIP TO RHA GALLERY
For their second field trip the students visited the annual emerging-artists exhibition Futures, at the RHA Gallery. Here the students and Clodagh looked closely at the installation and moving-image works of artists Jane Locke and Richard Forrest. Artist-facilitator Liliane Puthod led them in a discussion, partly using the Visual Thinking Strategies technique for engaging with the work.
#otherworlds #objectstellingstories #2d3d #recentpast #ancientpast #acceleratinghistory
MAKING THE FAMILIAR UNFAMILIAR
23rd, 27th March
In the first of these two sessions Clodagh drew on material explored previously, to ask the question 'how can objects tell stories' and to consider how this could be related to making art installations. They looked at examples of work by artists such as Allan Kaprow, Kurt Schwitters, Ilya Kabakov and Olafur Elliason. They suggested the methods the artists may have employed at transforming space and suggesting narrative. Clodagh asked them to imagine how the audience would experience these works through all their senses. Following the discussion, students were each allocated a site within the school building. Their challenge was to imagine an installation and consider how and why they would transform their given space. Their first task was to photograph and print images of the space. During the following week they discussed their ideas as groups and used drawing to transform the printed images, as though transforming the space.
#storytelling #interpretation #immersiveart #visualmetaphors
SCRIPTWRITING IN CONTEMPORARY ART WITH SUE RAINSFORD
In this workshop with invited guest writer Sue Rainsford she discussed her collaborations with artists Bridget O'Gorman and Alan James Burns and how she worked with them to reveal hidden or repressed narratives. She spoke of imagining the thoughts, feelings or perceptions of objects, as in her work with Bridget O'Gorman In the Flesh. She spoke about Entirely Hollow Aside from the Dark with Alan James Burns where she scripted the fragmented voice of an imagined character from a local psychiatric institution. This recording was experienced by the audience inside a cave on a beach at night. She also presented the work of Maria Fusco - Master Rock - a work that partially involved imagining the voice of the granite of a mountain. All of these highly imaginative works were discussed before she asked the students to do an exercise - to write from the perspective of an object. What observations would an object make? What types of language would these objects use? Ideas from students were abundant - pianos experiencing the emotional tones of the notes played on them, tired hairbrushes, put-upon roads and more.
#artwriting #imaginingotherperspectives #makingvisible #collaboration
TRIP TO THE IRISH MUSEUM OF MODERN ART
During a trip to IMMA Clodagh and the students viewed the work of artist Jac Leirner and the piece I reached inside myself through time by Dennis McNulty. In these works, the use of everyday materials - baggage labels, rulers, building materials, coloured gels - opened up a world of artistic possibilities for the visiting students.
#thestuffofeveryday #trivialnottrivial #soundinart
INTRODUCTION BY CLODAGH EMOE
I'm not the teacher and you're not the students.
The equality of intelligences is the starting point of The Ignorant Schoolmaster.
This is the starting point of this project.
Emancipation. Site-specific. Collaboration. Staging. Intervention. Viewer.
Where do we see art?
Does art involve senses other than sight?
What interests you?