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

Sidney Cooper Gallery, Canterbury

Nina Fowler, Small II, Pencil on paper, Carborundum, wood

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 students the questions below). Before listing the benefits, ask students what they think the benefits might be from drawing?

• 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. charcoal, paint, ink, 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 a picture of? What did you use to create it? Would you expect all drawings to be done on paper? Why/why not? (Feedback answers to class)

Drawing: is a technique where images or marks 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 Art and 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. 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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Visit The Jerwood Drawing Prize 2015 exhibition at the Sidney Cooper Gallery. Ask students to make sketches in their sketchbooks or to take photographs that they can

use when they are back in class. (Sketchbooks are available to purchase from the Sidney

Cooper Gallery.)

Ask questions about each of the artworks: Ask students to examine the artworks closely. First of all focus on form, or formal elements

of the works:

• What different mediums do they use? • What colours have been used? Why? How is colour organised? • What kind of shapes or forms can you find? • What kind of marks or techniques do they use? • What is the surface like? • What kinds of textures can you see? • How big is the work? • Does it vary in size?

Next, look at the context of the works. In other words, how their work relates to a particular time, place, culture and society in which it was produced:

• When was it made? Where was it made? Who made it? Did the artists make it alone? • Who was the work made for? • What do you know about the Jerwood Prize? • How does the work relate to other contemporary art? • Does the work relate to the social or political history of today? • Can you link it to other arts of the period, such as film, music or literature? • Does any of the work relate to other areas of knowledge, such as science or geography?

Then, look at the content or subject of a piece of the Jerwood work:

• What is it? What is it about? What is happening? • Is it a portrait? A landscape? Abstract? • What does the work represent? • The title – what have they called the work? • Does the title change the way we see the work? • Is it a realistic depiction? • Have any parts been exaggerated or distorted? If so, why? • What is the theme of the work? • What message does the work communicate?

Look next at the process. Study how the work was made and what techniques were used:

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• What materials and tools were used to make the piece? • What is the evidence for this?

Lastly, focus on the mood. How the artist has created a certain atmosphere or feeling.

• How does the work make you feel? • Why do you think you feel like this? • Does the colour, texture, form or theme of the work affect your mood? • Does the work create an atmosphere?

Ask students to study the Jerwood exhibition work carefully. Compare and contrast 3 different images and say which one they prefer the most, giving reasons why.

Get students to record their observations in their sketchbooks. Encourage them to use a variety of materials, i.e. pencils, pen, chalk, oil pastels, watercolour, etc. (these can be used as preparatory studies in their portfolios). If I-pads are available, take photographs of the works so this can be placed alongside their observational drawings. As they look at the artworks ask if students can make links between the work and with any other contemporary artists that they know.

How does the work make them feel? Do they like it? Why/why not? What does it make them think about?

Here are some drawing exercises that could be used for both key stages as warm up activities:

Draw with your non-dominant hand ( i.e. if you are right handed, try and draw with your left hand)

Upside down drawing: select one of the Jerwood portrait pieces. Print an image of this off on the computer and turn it upside down. Now, copy this drawing and try to forget what the subject matter is. Focus solely on the lines, tones, shape and angles. Try not to focus on the facial feature details. When completed, turn your drawing upside down and compare it with the image you have copied. What do you notice?

Automatic Drawing: try to empty your mind of all wandering thoughts. Pick up a pencil and just let your hand draw what immediately comes to mind for a set amount of time. Try not to think about what you are drawing, just let your hand draw what it wants to. After the allotted time, look at what you have drawn. Does it represent anything that you have been thinking about recently? What does it relate to? This is similar to what the Surrealists would do for automatic writing.

KS3 Art and Design: To create own book cover illustration inspired by Jerwood images in print

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Art and Design Programme of Study National curriculum subject content:

Key Stage 3 How to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

How to use a range of techniques and media, including painting

How to increase their proficiency in the handling of different materials

How to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work

To learn about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

Get students to study the different drawing techniques on display in the Jerwood exhibition

and note down 2-3 techniques or designs that they are naturally drawn to. Ask them to give

reasons for this choice.

Back at school, ask students to bring in their favourite book. Students should design and

create a new illustrated book cover design for their own favourite book. This could be

abstract or figurative.

Before starting their designs, ask students to study the illustrations of some famous

illustrators such as Quentin Blake, Mary Tourtel (creator of Rupert the Bear and student at

Sidney Cooper Gallery), Edel Rodriguez, Alice Wellinger, Liz Lomax, Michael Kutsche, etc.

Ask students to sketch their design in their sketchbooks. Then, to measure out the exact

paper size to cover their book. Ink up an acetate sheet and get students to draw their outline

into the ink – they could experiment by using finger/paint brush end, or a finer implement.

Then, press the paper onto the acetate to create a mono print on the paper. Allow the paper

to dry. Students could add to this design, i.e. using biro, pencil, charcoal, paint etc. to create

a multi-media piece.

When completely dry, display the original book alongside their own completed designs and

any images from the Jerwood that inspired their creative illustrations.

KS3 Numeracy: To revise symmetry, asymmetry and rotational symmetry

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N.B. If you place a mirror along a line of symmetry it will show an exact copy of the original

shape. A shape rotated about its centre that looks the same in more than one position has

rotational symmetry. An object that is asymmetrical has no lines of symmetry

1. Do any of the Jerwood Prize Drawing images have rotational symmetry?

2. How many lines of symmetry does an anchor have - 0, 1 or 2?

3. There is one piece in the show that has 1 line of symmetry if the drawing on the object is

discounted. What is the name of this piece?

4. Do faces have a line of symmetry?

5. How many lines of symmetry does a square have?

6. Name an asymmetrical 2D shape.

7. What order of rotational symmetry does a square have – 0, 2 or 4?

8. How many lines of symmetry does an isosceles triangle have?

9. What order of rotational symmetry does a parallelogram have?

10. The holder that has Nina Fowler’s, Small II, Pencil on paper, has how many lines of symmetry?

Answers: 1. No. 2. 1. 3. Daniel Crawshaw, Moonshine, Nail in found object 4. No. 5. 4 6. Scalene triangle, irregular polygons, etc. 7. 4 8. 1 9. 2 10. 1

KS3 Literacy: To write own personal impression of Jerwood Drawing Prize exhibition

Research reviews of the Jerwood Drawing Prize exhibition 2015 and then answer the

following questions:

How long has the Jerwood Drawing Prize been running? 21 years

How many works are in the show? 60

How many artists have been shortlisted? 58

What is the maximum open submission figure? 2,500

What percentage have been shortlisted? 23%

How many judges were there? 3

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Who were the judges? Dexter Dalwood, Salima Hashmi and John-Paul Stonard

Do you think they are qualified to judge this competition?

What are the monetary prizes for 1st, 2nd and 3rd prize? 1st Prize = £8,000, 2nd Prize =

£5,000, and 3rd Prize = £2,000

When were the winners announced? 15th September 2015

Jerwood Exhibition is a touring show. Which galleries will it be displayed in? Jerwood

Space, London, Cheltenham Art Gallery, Sidney Cooper Gallery and Falmouth Art Gallery.

What do you think the advantages/disadvantages are of works being in a touring show?

What benefits do you think it will give any artist if they have won such a prize, or been

shortlisted for it?

Would you considering entering it?

What other famous yearly art competitions do you know of? The Royal Academy Summer

exhibition, etc.

With all the above information in mind, ask students to write their own personal impression of

the Jerwood Prize 2015 Drawing exhibition. Ask them to comment on whether they think the

prizes are adequate? Do they agree with whom the prizes were awarded to? Would they

recommend others to come and see the show? Which were the pieces that stood out for

them and why? Do they think it was a well curated show?

KS4 Art and Design: To create a performative drawing piece

Research Body Art and Performance Art and then look at the work of German sculptor and

film maker, Rebecca Horn (b.1944) Performance II, 1973. Rebecca Horn created this piece

wearing a pencil mask. Watch this clip to see the performance:

https://m.youtube.com/watch?v=v3DfebecTcQ

Students could either try to create their own pencil mask to create a drawing or could use 2

long, bendy pencils that have been sellotaped together to create a double ended pencil

drawing.

They could put the double-ended long, bendy pencil over 2 students’ shoulders (a bit like

Rebecca Horn’s Moveable Shoulder extensions, 1971 piece) and have a go at creating a

collaborative double-act rhythmic Performance drawing artwork. After they have done this,

ask the students how the performance felt? Did they feel as if they were in control? How did

it make them feel? Does it make them understand Rebecca Horn’s Performance II piece?

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This work could be supported by a visit to the Tate Modern to see the Pencil Mask, 1972 and

other works by Rebecca Horn on display on level 2, Room 6:

http://www.tate.org.uk/art/artworks/horn-pencil-mask-t07847 As well as looking at drawings

by other artists in the gallery.

KS4 Literacy: To write an artist’s brief for a call out for a whole school Jerwood-style

Drawing competition

Read the Call for Entries for the Jerwood Drawing Prize 2015:

http://jerwoodvisualarts.org/jerwood-drawing-prize-2015-call-for-entries

List the information that was included in this call out i.e. can submit up to 3 drawings, work to

be labelled in top right hand corner, deadline date and when artists will be informed of the

decision, etc.

Then, tell students that they are going to coordinate a whole school Jerwood-inspired

Drawing competition and that they need to write a Call for Entries or Artist’s Brief in order to

do so. They might decide to have a KS3, KS4 and 6th form categories etc.

When they have completed their call outs, swap with a partner to check they have included

all the relevant information. If possible, use this to hold a whole school drawing competition.

Students could invite outside professionals to judge the competition, i.e. a local artist, a

member of staff from a local gallery, an art historian, a gallery owner, etc.

KS4 Numeracy: To calculate income and expenditure related to running a Jerwood Style

drawing competition

Using the information from the Jerwood Prize 2015 Call for entry, Entry fees:

http://parkerharris.co.uk/competition/jerwood-drawing-prize-2015 , calculate the income

difference for:

100 artists entering 3 pieces of Standard Entry works at the London Submission Centre (cost

= £28 for 3 pieces)

50 students entering 2 pieces of work at the London Submission Centre (cost =£16 for 2

pieces)

Q: What would the total income be? £3,600

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From this income generated, what would they set the prize money at and how much would

they pay the judges? Would they have a 1st, 2nd and 3rd prize? What amount would they set

the prize money at?

Compare this income if the works were to be submitted via a regional submission centre.

Q: What would the income be then? £4,600

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

Numeracy – symmetry, tessellation, rotational symmetry, 2D and 3D shapes, money

problems, percentages

Literacy – writing reviews, discussions about art prize winnings, report writing,

Science – mixing colours, transparency, materials and their properties – carborundum,

graphite, etc.

Art – Looking at different types of art – Drawing, Body Art, Performance Art, found objects,

etc.

DT – Create own drawing mask like Rebecca Horn

ICT – research the Jerwood Drawing Prize 2015 finalists, visit Tate Modern website to research Rebecca Horn’s work

Music – select music for performance art pieces – thinking about tempos

History – study the history of drawing, graffiti, etc.

Geography – compare art from 2 different continents

PE – performance art work movements.

Citizenship – What is art? What is its purpose in society? Imagine a world without any art?

Who owns public art – the artist or the public?

MFL – word derivations from different languages, i.e. vellum derived from Latin word

‘vitulium’ meaning made from calf. Graphite stems from ‘graphein’ meaning to write/draw in

Ancient Greek. German phrases.

Further information:

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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

Sidney Cooper Gallery – Fact-finding worksheet

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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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