Jerwood Drawing Prize 2015: Primary Learning Pack 12 February 2016 – 9 April 2016

Sidney Cooper Gallery, Canterbury

Julie Cockburn, The Mother Ship, ink and embroidery on found photograph

Background information about The Jerwood Drawing Prize

The Jerwood Drawing Prize is the largest and longest running annual open exhibition for drawing in the UK. Selected from original drawings, the Jerwood Drawing Prize has established a reputation for its commitment to championing excellence, and to promoting and celebrating the breadth of contemporary drawing practice within the UK. The exhibition provides a platform to showcase the work of drawing practitioners, from students to established artists, and as a project, helps to define a wider understanding of the role and value of drawing in creative practice. A total of 60 works by 58 artists, including one collaboration, have been carefully selected for exhibition by the panel of 3 comprising: Dexter Dalwood, artist; Salima Hashmi, artist, curator and writer; and John-Paul Stonard, art historian.

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Benefits of drawing: (these could be displayed on Interactive Whiteboard and then ask pupils the questions below with talk partners)

• A form of expression and communication – demonstrating feelings, emotions and thoughts

• Helps to develop fine motor skills • Works the brain and develops capacity, improving creativity • Increases attention span and emotional well-being • Improves problem-solving ability • And, it is a form of pleasure and fun!

Questions about drawing – before you visit the exhibition:

What is the definition of drawing? What type of drawing(s) do you like? When do you tend to draw – when you are thinking/studying/listening/relaxing/tired, etc.? What medium(s) do you prefer to draw with? (i.e. ink, charcoal, paint, pencil, chalk, crayon, pen, etc.) Do you think anyone is able to draw? What is the favourite drawing you have ever seen and why? Is there any medium that you haven’t drawn with yet that you would like to try? Did you realise all the benefits of drawing? Does it make you want to draw more often? What terms do you associate with drawing? (line, tone, texture, shade, shape, life drawing, perspective, etc.) Can you remember the first drawing that you made? What was it of? What did you use to create it? Would you expect all drawings to be done on paper? (Feedback answers to class)

Drawing: is a technique where images are created on a surface by making lines. However, drawings can also contain tonal areas, washes and other non-linear marks.

At The Sidney Cooper Gallery: (see separate fact-finding worksheet at back of pack)

Front view of the Sidney Cooper Gallery’s Ionic portico entrance,

Canterbury High Street

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On entering the Sidney Cooper Gallery, look to the right hand side, above the doorway and read the memorial plaque (see image below) and answer the following questions:

Sidney Cooper Gallery: memorial plaque

1. When was Sidney Cooper born? 2. How old was he when he died? 3. What is Sidney Cooper’s full name? 4. When did he found the Sidney Cooper art school? 5. What material is the plaque made from? 6. Are there any paintings by Sidney Cooper in the Sidney Cooper Gallery? Why do you

think that is the case? Extra research questions:

7. Where is the nearest place that you can see works by Sidney Cooper? 8. How old was Sidney Cooper when he painted his last piece? 9. Where can this painting be viewed?

Answers to questions: 1. 26th September 1803 2. He was 99. He died 7 February 1902 3. Thomas Sidney Cooper 4. 1st June 1882 5. Bronze/metal 6. No. Because it is a contemporary gallery. 7. The Beaney House of Art and Knowledge, Canterbury 8. 99 9. The Beaney House of Art and Knowledge, Canterbury

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History and timeline for The Sidney Cooper Art School Date Historical information 1865 After Sidney Cooper’s mother died, he purchased her cottage in St Peter’s Street to preserve it in

memoriam. He then acquired another 8 small houses at the back of the cottage and converted them into a long gallery.

1868 The Sidney Cooper School of Art opened on 18th March 1868, accessible for ‘all inhabitants of the City of Canterbury and adjoining parishes and their children for not less than six hours each day, four days a week for the purposes of inspecting the works of art in the Gallery and making copies or models on payment of an entrance fee on two days a week not to exceed one penny.”

1870 Cooper added an Ionic portico of his own design to the entrance of the School. 1882 On the 1st June, at a formal ceremony in the Guildhall, Cooper aged 78 handed over the Gallery to the

City Council trusting that he had laid the foundations for a school of art and how “it would be a great happiness to me if I should live a few years longer to find the little seed I have sown has become a mighty plant.”

1887 The School was placed under the management of the Museum Committee with a grant of £50 p.a. and free scholarships by competition for the “poorer classes” in the City’s elementary schools.

1890 Science classes were included at the School for technical students. 1891 Albert Wood was the headmaster, with his two assistants, Miss Roots and Miss Brosbey, an

embroiderer, a pupil teacher, a caretaker and his wife. 1902 Sidney Cooper RA died. 1903 Management of the School was transferred to the City’s new Education Committee. 1904 175 student enrolments: 38 day students, 122 evening, plus 25 under-age students. 1907 Two pieces of land at the back of St Peter’s Street belonging to the Sergeant’s Hotel and the Crown

and Sceptre public house were purchased for building an extension to the School. 1914 Soldiers had free admission to the School throughout the war and special art classes for the military

were introduced in the latter part, even so a third of art students left for war service. 1917 The school was threatened with closure, Sidney Cooper’s son, Neville protested. The number of

practical classes was increased to gain support form Canterbury and District Chamber of Trade and local businesses.

1921 The School was renamed “The Sidney Cooper School of Art and Crafts”. 1934 The School was renamed “The Sidney Cooper School of Art ” and became the centre for all advanced

art instruction in East Kent linked with the art schools at Ramsgate, Margate, Dover and Folkestone and the art classes at Aylesham, Deal, Herne Bay, Whitstable, Faversham, etc.

1930s The British Institute of Adult Education held exhibitions in the School and the Director of the Tate Gallery opened an exhibition of Modern Art there in 1936.

1940 The School had a “splinter and blast-proof room” for staff and students to shelter during air raids. Senior male students were issued with a tin hat, binoculars and whistle for air raid duties. The 3D Department turned to war work with students producing aircraft parts on the School’s lathes. Students took part in various war efforts, parades, collections, etc. CEMA (Council for the Encouragement of Music and Arts) predecessor of the Arts Council, held concerts at the School.

1943 Robert Paine began a small architecture course in an upstairs room of the pub next door. 1944 Additional buildings were acquired at 21 St Peter’s Street. 1947 The School renamed Canterbury College of Art was the regional art college for East Kent. 1949 Pre-fab buildings in St Peter’s Lane built to house the School of Architecture. The Art College began

accumulating several additional properties in the neighbourhood. 1951 The Art College was housed in 12 separate premises with a School of Architecture, a School of

industrial Design, a School of Painting and Drawing, a School of Sculpture and a Department of Women’s Crafts.

1971 The Art College moved to New Dover Road and the vacated Sidney Cooper Gallery was locked up. 1972 A public outcry when the City Council proposed selling off the Sidney Cooper building for commercial

use. 1973 The Sidney Cooper Centre Society was formed and the building restored. 1975 The Sidney Cooper Centre was formally opened but there was too little investment and a number of

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short-term tenants occupied the building. 1980s The building was largely used as a flea market at weekends. 1990s Applications from various enterprises to develop the building in the spirit of Sidney Cooper’s original

bequest. 1994 A joint collaboration between the Drew Gallery and the Kent institute of Design (KIAD) formed the

Canterbury Contemporary Arts Trust with the intention of developing the building as a gallery with educational facilities and a bookshop.

1996 A rival bid from the Chaucer Heritage Trust was accepted by the City Council but, despite a formidable list of patrons, the Trust met financial difficulties.

1998 The Sidney Cooper Gallery building and surrounding area was designated Canterbury’s ‘Creative Quarter’.

2000 The flea market was relocated to Westgate Hall and Canterbury Christ Church University College (CCCUC) became the long-term tenant on a 20 year lease.

2002 CCCUC painting students moved into the main studios of the Sidney Cooper building in December 2002.

2003/2004

CCCUC Estates Department undertook refurbishment of the front half of the building including ‘the cottage’ to develop as a gallery and information centre.

Researched by and Copyright to David Haste

Comprehension Questions on History of Sidney Cooper Gallery:

1. How long ago did Sidney Cooper’s mother die? 2. When did Sidney Cooper add the ionic portico to the front of the school? 3. In the 1980s what was the building used for mainly? 4. When was the school threatened with closure? 5. What did the acronym CCCUC stand for? 6. When did Sidney Cooper buy his mother’s cottage? 7. Where was the flea market relocated to? 8. How many students were enrolled in 1904? 9. When did Canterbury Christ Church University College become the long term tenant

and for how long? 10. Who were the free scholarships aimed at? 11. What was laid on for the soldiers during the First World War and did it have an

impact on them? 12. How many staff ran the school in 1891? 13. When did the school become renamed ‘The Sidney Cooper School of Art’? 14. When was the school threatened with closure? 15. What did the school have to protect students during the 2nd World War?

Answers:

1. 151 years ago 2. 1870 3. Flea market 4. 1917 5. Canterbury Christ Church University College 6. 1865 7. Westgate Hall 8. 175 students 9. In 2000 on a 20 year lease. 10. The poorer classes 11. Soldiers had free admission to the School throughout the war and special art classes

for the military were introduced in the latter part.

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12. 3 13. 1934 14. 1917 15. The School had a “splinter and blast-proof room” for staff and students to shelter

during air raids. Senior male students were issued with a tin hat, binoculars and whistle for air raid duties.

Before visiting the gallery/exhibition:

If time allows, read the historical background information about the gallery and the

introduction to the Jerwood Drawing Prize 2015. This could be used as a general

comprehension or as a shared reading activity. Get students to write down what sort of

artwork they think they might see in the gallery. Do they think they will like it? What type of

art do they think will be in the gallery? Do they think all the pieces will be framed?

Further information about the Jerwood Drawing Prize 2015 can be found at the following links:

http://jerwoodvisualarts.org/jerwood-drawing-prize-2015

http://parkerharris.co.uk/competition/jerwood-drawing-prize-2015

http://www.visitcheltenham.com/whats-on/jerwood-drawing-prize-2015-p1977553

http://jerwoodcharitablefoundation.org/jerwood-drawing-prize-2015

Prior to coming the gallery, if you let us know when you plan to visit, we can organise a guided tour by one of our staff members. To do this, either e-mail the main gallery: gallery@canterbury.ac.uk or, our Learning Engagement Officer: frances.chiverton@canterbury.ac.uk

Plus, you could carry out the fact-finding activity that is at the back of this pack. The information is based on the gallery and about the famous British artist, Thomas Sidney Cooper, after whom the gallery is named.

At the Sidney Cooper Gallery: Jerwood Drawing Prize 2015 exhibition

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Art and Design Programme National Curriculum subject content:

Key Stage 1 To use a range of materials creatively to design and make products To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

To develop a wide range of art and design techniques in using colour,

pattern, texture, line, shape, form and space

To learn about the work or a range of artists, craft makers and

designers, describing the differences and similarities between different

practices and disciplines and making links to their own work

Warm up activity: In pairs, pupils to trace an outline of a simple image onto their partners

back with their finger, i.e. a tree/flower. Can their partner guess what the shape is? If they

can’t, get them to trace the name of the shape in writing too.

Resources: A selection of random unwanted objects

Large paper – A3

Pencils

Introduction: Then, back at desks, get pupils to carry out the following observational skills. Give each

pupil a random object (these will need to be collected before the session). Ask pupils to

sketch the object in the following different time frames on a large piece of paper (starting

with the longest time frame of 5 minutes):

5 minutes

1 minute

30 seconds

10 seconds

Get them to look back at their sketches. Is there a notable difference in the outcome of what

they have drawn? Does that surprise them?

Then, get them to take one of their shoes off and to draw the object one last time but also by

holding their shoe in their hand as they do. Does this help or hinder their final image? Did it

make them concentrate more on what they were doing?

Then, choose from the following activities to set up for the children to rotate and take part in:

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Drawing into plasticine: Resources: Plasticine or play dough, paint brushes or dry glue sticks, pencils.

Taking inspiration from the piece entitled: Crawshaw, Moonshine. Roll out a square of

plasticine or Play dough. Using either a pencil end or end of a paint brush, draw an image

into the plasticine. The image could be based on this Jerwood exhibit, or another that pupils

want to try and recreate.

Drawing an image using found objects (these could be beads, sequins, pebbles,

counters, etc):

Resources: selection of found objects, PVA glue and glue sticks, paper or thick card.

Pupils to create a drawing by placing the items to make a picture. These could be glued

onto paper to make a lasting picture. Get their partner to guess what the picture is of.

Drawing using parts of the body (hands, fingers, elbows, possibly feet): Any materials

used for this need to be washable.

Resources: washable paint, paint pallets, large sheets of paper and near a washing facility.

Give pupils large pieces of paper and allow them to experiment drawing with paint using

different body parts. Is this easy? Get them to think about those people who might lose an

arm or a leg and how they might paint or draw.

Drawing a moving image on separate pieces of paper: Resources: Old scrap paper, stapler and pencil or felt tips.

Using scrap paper, staple together about 10-15 A5-A6 pieces of blank paper. Then, ask

pupils to draw a stick man on each but slightly moving one limb in each one. Then flick

through to show how it makes the stick man appear as if he is moving.

Mirror image drawing (in pairs): Resources: old wallpaper, sellotape, coloured paint.

Sellotape a long piece of paper onto the floor – either inside or outside the class, depending

on space. Halfway along the paper paint a thick black line. One of the pair starts to draw in

paint from this line and their partner tries to copy the image they create to make a mirror

image drawing. When finished, replace the paper and the other partner to lead this activity.

P4C (Philosophy for Children) – suitable for both Key Stages

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Ask the following questions to children linked to art to promote philosophical and deeper thinking. These questions come from ‘The Little Book of Thunks’ by Ian Gilbert:

• Is black a colour?

• Does lined paper weigh more than blank paper?

• If I take a photo of a photo of you, do I have a photo of you, or a photo of a photo of you?

• If I paint over a window is it still a window?

• If I sucked all the colour out of the room what would the room look like?

• Is a house a work of art? A brick? A box? Graffiti? School Uniform? A spider’s web? Get pupils to make up their own philosophical questions beginning with, ‘I wonder why?’ KS1 Numeracy: To place Sidney Cooper Gallery History and timeline in correct order

(cross-curricular with History and Literacy)

Photocopy the Sidney Cooper History and timeline and cut this out into horizontal event

strips according to what happened in that year. Dependent on age and ability of your pupils,

either include all events or a selection of them. Hand out the strips (there are

34 date events in total). You could hand out 1 per child with a few extra left over.

Ask pupils to arrange themselves standing in historical order according to the event they

have been given – oldest to most recent event. Once pupils think they are in correct order,

pupils to call out their date and self-correct any wrong positioning amongst themselves. Get

them to read out the event – if possible.

Further mathematical and historical questions could continue, such as:

ascending/descending order. What is the range? When was the 1st World War? When was

the 2nd World War? What did people wear to protect their breathing during the 2nd World

War? This activity could run alongside the comprehension activity on the timeline too.

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KS1 Literacy: To place art vocabulary words in alphabetical order - Alphabetical Art words

(cross-curricular word derivations and languages)

Explain that the word ‘Alphabet’ derives from Greek. Alpha (first letter of the Greek

alphabet) + Beta (second letter of Greek alphabet) = alphabet

Write the Alphabet in capitals out to help them:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Explain that if 2 words start with the same letter, they need to look at the second letter to

help them place it in correct alphabetical order. Then, ask them to sort the following 16

words into alphabetical order:

Pencil

Charcoal

Drawing

Jerwood

Picture

Embroidery

Frames

Photograph

Graphite

Ink

Paper

Art

Sketch

Tone

Biro

Detail

Check their order with the person sitting next to them. Do they know what all of the words

mean? Look up any that they don’t know in their dictionaries. Can they think of any other

art words to add to the list?

Correct order is: Art, Biro, Charcoal, Detail, Drawing, Embroidery, Frames, Graphite, Ink, Jerwood, Paper,

Pencil, Photograph, Picture, Sketch, Tone.

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KS2: To create a stitched drawing from a found photograph (in the style of Jerwood

exhibitor, Julie Cockburn)

Art and Design Programme National Curriculum subject content:

Key Stage 2 To create sketch books to record their observations and use them to review and revisit ideas

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay, thread)

To learn about great artists, architects and designers in history

Resources: A selection of old found photographs – black and white, if possible

Collection of coloured threads, needles and thimbles.

Larger card to back the completed stitched photograph onto for display purposes

Possible hand-out demonstrating how to thread a needle, use running and back stitch

Ask pupils to study the image of Julie Cockburn’s work, The Mothership. Cover the wall tag

information and ask: What is this building for? What different methods of drawing can they

see? Imagine how the picture would look if the coloured embroidery wasn’t there. When do

they think this photograph was taken? Do they think it adds a different dimension? Would

they have considered this form of drawing before visiting this exhibition? What makes them

think that? Do they think there is anything strange about this picture?

What medium(s) has she used to add to this piece? Ask pupils why they think the artist has

given the piece this title. What images does it conjure up? How do you know what aspect of

the photograph is the ‘mothership’? What does the term the ‘mothership’ mean? Have they

heard this term before? If so, where? Do they think the title is fitting for this piece? Why/why

not?

Mothership – is a large vehicle that leads, serves or carries other smaller vehicles. It could

be a ship, aircraft or spacecraft.

Pupils could bring in, or select one of the old found photographs. Study the composition of

what is in the photograph very carefully. What aspect(s) would they like to accentuate and

what title might they give their creation? Select the coloured threads and carefully thread

and stitch these to the areas that they wish to highlight.

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Demonstrate how to thread a needle and to use running and back stitch to pupils before they

start. Pupils could experiment using different embroidery stitches, i.e. cross stitch, split stich,

stem stitch, satin stitch, French knots, chain stitch, lazy daisy and seed stitch, etc.

Click here to see some examples: http://www.craftsy.com/blog/2014/04/hand-embroidery-

stitches/

KS2 Literacy: To create own story about either one or a group of 2-3 drawings from the

exhibition.

Ask pupils to select either one or a group of up to 3 drawings from the exhibition that they

think they could be the stimulus for creating an imaginative story. Ask them to choose

images that they think make them ask a lot of questions. Pupils could work alone or in pairs

on this activity.

First of all, ask pupils to tell their story to one another (to talk partners). Let talk partners ask

them questions about the drawing and their story. This may add or alter details that the

story writer has come up with. Encourage the use of adjectives and adverbs to add to the

descriptive element of the story.

An example with some suggested introductory questions:

Soheila Sokhanvari, Two serious ladies, Egg tempera on vellum

Who do you think these ladies are? Do you think they are related? Where do you think the

picture was set? What do you like or dislike about this picture? What is the mood of this

picture? Do you think it is a good title for this piece?

Display completed stories alongside the Jerwood Drawing image that was used as the

stimulus for the creative writing.

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Vocabulary extension activity (artistic terminology): There are a number of different mediums used apart from pencil in the exhibition. Find out

what the following terminology refers to:

• Egg tempera

• Vellum

• Carborundum

• Graphite, and

• Digital Print

KS2 Numeracy: To conduct a survey on popularity of images in the Jerwood Drawing Prize

and display this as a graph – Pie chart, Picture graph, line graph, etc.

Pupils to create a quantitative questionnaire with a selection of images from the Jerwood

Drawing Prize 2015. They might want to limit this to a selection of 20 – 30 images. Conduct

a survey of 20 – 30 pupils and staff what is their favourite Jerwood image. Then, transfer

this data into a graph of their choice. An Excel spreadsheet could be used so that IT skills

are used too.

Extension activity: Pupils could then write their own questions about the data, i.e. What is

the mode/most popular image? How many pupils were interviewed? What is the difference

between the least popular and the most popular image, etc.?

Other possible National Curriculum links with the Jerwood Drawing Prize’s works:

Numeracy – area, perimeter (associated with framing and glassing items), mirror images,

reflection, data collection, 2D and 3D shapes.

Literacy – freeze frames, hot seating, poetry, factual writing – write an image description

Science – materials and their properties, transparency, forces, life cycles

Art – sculpture, found objects – Marcel Duchamp, etc.

DT – recreate a 2D image into 3D image, portraits, perspectival drawing

ICT – Internet research into other Jerwood Prize venues around the country, Excel, draw

programmes

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Music – Research songs that have the title names of art works in their lyrics. Respond to

one of the images musically.

History – History of Jerwood Drawing Prize, 1st World War, 2nd World War. History of

Sidney Cooper Gallery and history of buildings in Canterbury.

Geography – mapping – create a map of the route they took to look around the gallery.

PE – Try to recreate any of the poses seen in the images, symmetrical and asymmetrical

balances

PSHE – How do you think a school could run with 3 members of staff? Which staff do you

think are essential and why? Imagine that your school was threatened with closure – what

steps would you take to help it remain open.

MFL – Greek – word derivations, comparing different alphabet scripts, i.e Russian, Greek,

hieroglyphics, etc.

Further information:

For more information about The Sidney Cooper educational programme please contact

Learning and Engagement Officer, Frances Chiverton, on 01227 767700, ext. 1752

frances.chiverton@canterbury.ac.uk or, visit the Sidney Cooper website on:

www.canterbury.ac.uk/sidney-cooper/

The gallery is open Tuesdays - Fridays 10.30am - 5pm, and Saturdays 11.30am - 5pm. The

gallery is closed on Sundays and Mondays, and in between exhibitions. Please check on the

Exhibitions pages for dates. Admission to all exhibitions is FREE.

The Sidney Cooper Gallery, Canterbury Christ Church University, St. Peter’s Street,

Canterbury, Kent, CT1 2BQ.

E-mail: gallery@canterbury.ac.uk

Telephone: 01227 453267

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Sidney Cooper Gallery – Fact-finding worksheet

How much do you know about the Sidney Cooper Gallery? You will need to look both inside and outside the gallery to find the answers.

Match the questions above to the answers below.

1. When was Sidney Cooper born? 2. How old was Sidney Cooper when he died? 3. What is Sidney Cooper’s full name? 4. When did Sidney Cooper found the art school? 5. What type of paintings was Sidney Cooper famous for? 6. What material is the memorial plaque made from? 7. Are there any paintings by Sidney Cooper in the Sidney Cooper Gallery? 8. Where is the nearest place that you can see artworks by Sidney Cooper? 9. How old was Sidney Cooper when he painted his last piece? 10. Where can Sidney Cooper’s last painting be viewed? 11. What nationality was Sidney Cooper? 12. What does the Latin phrase outside the gallery say and mean? 13. Where, in the gallery, will you find the answers to most of these questions? 14. Is the Sidney Cooper gallery open on Sundays? 15. Do you have to pay to get into the gallery or is it free? 16. Who was one of the art school’s most famous students?

Answers:

The Beaney House of Art and Knowledge, Canterbury It says: ‘Ave, mater angliae’= ‘Hail mother of England’ – the motto of Canterbury. He was famous for painting cattle Mary Tourtel, who created Rupert the Bear British No It’s free admission The Beaney House of Art and Knowledge, Canterbury 26th September 1803 99 On the bronze metal plaque above the doorway 99. He Died 7 February 1902 1st June 1882 Bronze/metal No Thomas Sidney Cooper

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