Secondary Pack - Expressive Arts:Layout 1 - Titan Clydebank

SECONDARY EDUCATION PACK

EXPRESSIVE ARTS

www.titanclydebank.com

TITAN SECONDARY EDUCATION PACK EXPRESSIVE ARTS

Drama

Drama – Improvising Scenarios

Using the general information on the Crane it is possible to create a number of scenarios encompassing characterisation and role play. Each scenario can be progressed per year group; however these suggestions are primarily aimed at S1/2.It is recommended that some research should be undertaken in order to fully develop these.

Launch of the Ship!This scenario sees a big ship being launched. You may wish to discuss the length oftime it takes to build a ship and perhaps piece together a series of tableaux todemonstrate its construction. You may wish to separate pupils into different groups,shipyard workers, managers and members of the public. Attitudes and perceptionscould be an area of focus. This scenario also allows for Teacher-in-Role as the personlaunching the ship and opportunities for hot-seating various characters.

Bombing of ClydebankAs the story goes, the Titan Crane, shipyard and only seven houses were completelymissed in the bombing of the area in WW2. This would be an excellent opportunityfor characterisation and movement work, using an example of before, during andafter the bombing and the impact it had on relationships.

Outside of the shipyardIf done as part of a project focusing on the role the shipyard played in so many lives,you may wish to examine on life outside the yard - for example the role of women,children and what happened if you didn’t work in the shipyard (or were sacked!). In addition the shipyards up and down the Clyde were competitive with one another – imagine that different shipyard workers meet in the street/shop.

The Role of Women in the YardWithin the shipyard, the jobs women undertook were limited to secretarial roleswithin the office or polishers of the internal fittings of the ships before leaving theyard permanently. During World War 2, this changed, with women taking over nearlyevery role within the yard including welding and driving the Crane. Use this to develop characters of women new to the yard replacing men during their absence.Also look at hot seating men who are replaced by women and their feelings andthoughts on this.


Drama

Redundancy in the YardIn 1930 John Brown and Co were commissioned to build a new liner by Cunard,with the keel being laid in December 1930. Work halted on this liner in 1931 due to the Depression and an inability to secure further bank loans. The hull plating is 80 percent completed, and the ship stands nine stories high. This was the cause ofhuge redundancies across the yard, and work was not restarted on this liner until1933. Using this idea of redundancy, create characters that were made redundantand explore the impact this had on the family and wider community.

The Yard through the yearsThe yard was first developed in 1871 and built all types of ships until its sale toMarathon Manufacturing for building oil rigs in 1972. The yard eventually closedcompletely in 1999. Across this 100+ year history, characters from different erascould be developed to look at the comparison in lifestyle, fashions, community and working life in the yard and in the community of Clydebank.

Looking at the historical timeline and the history section of this pack may inspireother ideas for developing scenarios not mentioned here. Giving pupils a copy of thetimeline from the beginning may also inspire them to choose their own significantevents in the history and create scenarios, characters or scenes that interest them.

Clearly each scenario is very open for personal development. However, even at abasic level pupils should be able to meet many of the third level strands.

Experiences/Outcomes

Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through drama. EXA 2-13a

I can create, develop and sustain a realistic or stylised character through the use of voice, movement and language. EXA 3-12a


Black Friday

Oot behind a lorry, Peyin nae heed, Ablow a double decker, A poor wean deid.

Perra worn sannies, Wee durrty knees, Heh, errapolis, Stand back please!

Lookit the conductriss, Face as white as chalk, Heh, see the driver but, Canny even talk.

Anyone a witness? Naw, we never saw, Glad ah'm no' the polis, Goin tae tell his maw.

Weemin windae-hingin, Herts in their mooth, It's no' oor close, Lizzie, Oh Gawdstrewth!

Screams on the landin', Two closes doon, It's no wee Hughie! Poor Nellie Broon.

Phone up the shipyard, Oh, whit a shame, Yes, we'll inform him, Please repeat the name.

See Big Hughie, Jokin' wi' the squad, Better knock aff, Heug, Oh dear God.

Whit - no' his lauddie? Aw, bloody hell! D'ye see Hughie's face but, He's just a boy himsel'.

Jimmy Copeland


Black Friday and the Titan Crane

Resource for S1 and S2 drama

IntroductionThis is a simple poem based around a small family in Glasgow. The mother doesn’twork but goes to the steamie. The father works in John Brown’s shipyard. The son(Hughie) is tragically killed in a road accident.

How can this poem be used?

This can be used in a couple of ways. 1. This can be done as a full class play in two parts. The first of with the dead of

Hughie and the mother being told the news as the first part. Then with extensiveresearch into the shipyards and a visit to the Titan crane then 2nd part can thenbe told. This can then be rehearsed into a full class performance.

2. This can also be used as a stimulus in which to research and explore the shipyardsand the Titan. The pupils come up with their own presentations and interpretationson this stimulus.


I have used the skills I have developed in the expressive arts to contribute to a public presentation/performance. EXA 3-01a

I have experienced the energy and excitement of being part of an audience for other people’s presentations/performances. EXA 3-01b


Having developed ideas from a range of stimuli, I can contribute to devising, rehearsing and presenting drama or scripts. EXA 3-14a


Black Friday and the Titan Crane

Resource for Intermediate 1 and 2

IntroductionThis is a simple poem based around a small family in Glasgow. The mother doesn’twork but goes to the steamie. The father works in the John Brown’s shipyard. The son (Hughie) is tragically killed in a road accident.

Intermediate 1 and 2Drama Skills

Black Friday and the Titan Crane would be the perfect stimulus to encourage young minds; to extend thinking and develop the drama skills unit. It can be used inconjunction with Black Friday or after a trip to the Titan can be used as a stimulusfor pupils.

This is a great resource and a good chance to push the boundaries of the Intermediate 1 and 2 course.



I have experienced the energy and excitement of being part of an audience for other people’s presentations/performances. EXA 3-01b


Creating Characters

Using the photographs (on the reverse side of this page) as stimulus, ask pupilsto create a character who worked in the Yard.

Photo 1: John BrownOwner of the Yard from 1899.

Photo 2: Shipyard Football team from 1951-9152This photo includes the football made up of workers from the yard. The workers fulfilled a variety of roles including Shipwrights, Plumbers and Riveters. The playerclosest to the Goalkeeper on the left is George Kean, the Shipwright featured within this pack.

Task

Working alone, create a character using the photograph stimulus. Consider the following:

Name, age, where they live, what is their job in the yard, what do they do in theirspare time, do any other family work in the yard etc.

If time permits, develop this further by grouping some pupils together to devisescenes of interaction between their created characters.

This can be developed further into a full performance and linked to other subjectssuch as Art & Design for set and costume design.


Inspired by a range of stimuli, I can express and communicate my ideas, thought and feelings through drama. EXA 2-13a


I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 2-01a


I have experiences the energy and excitement of being part of an audience for other people’s presentations/performances. EXA 3-01b


Creating Characters

Photo 1: John BrownOwner of the Yard from 1899.


Creating Characters

Photo 2: Shipyard Football team from 1951-9152This photo includes the football made up of workers from the yard. The workers fulfilled a variety of roles including Shipwrights, Plumbers and Riveters. The playerclosest to the Goalkeeper on the left is George Kean, the Shipwright featured within this pack.


Art and Design

The Titan Crane is an architectural masterpiece, full of inspiration and artistic possibilities. As a stimulus, it evokes thoughts of shape, pattern and form. Some design briefs have been laid out in this section as inspiration for your class, but eachis easily adapted to suit your own needs.

Design Brief 1

Client: Clydebank RegeneratedProject: Titan Crane Poster Design

You have been asked by Clydebank Regenerated, to design a poster to advertise the Titan Crane at Clydebank Waterfront. Your poster should feature an image of the crane itself, and the word ‘TITAN’.

You do not need to include any other information on the poster. The finished pieceshould be no larger than A3 size. You may use only 3 colours including black. To help you with this project you should look at;

• The work of the Russian Constructivists design movement that operated in Europe during the early 20th Century.(images of work from this movement are attached.)

• Images of the crane (focussing on the shapes visible in the structure)

You may use a combination of media (printing,collage, drawing) to create your finished poster.


What is Constructivism?

Constructivism was an artistic and architectural movement that originated inRussia from 1913 onward which rejected the idea of “art for art’s sake” infavour of art as a practice directed towards social purposes.

Constructivist art, theatre and exhibitions were produced by a group of avant-gardeartists in Moscow, Odessa and St. Petersburg. Constructivist art began with works ofprimarily abstract constructions. After 1916 the brothers Naum (Pevsner) Gabo andAntoine Pevsner sculptural added an emphasis related to the technology of the society in which they were created. Constructivism was closely related to anothermodern art movement named suprematism, which sought “to liberate art from theballast of the representational world.” It consisted of geometrical shapes flatlypainted on the pure canvas surface.

Suprematism (Supremus No. 58) 1916, State RussianMuseum, St. Petersburg

Constructivism was founded by an artist/architect named Vladimir Tatlin. Tatlin wasborn in Moscow in 1885 and studied at the Moscow School of Painting, Sculpture andArchitecture and at the Penza Art School. An underlying feature of Constructivism isthat it was promoted by the new Soviet Education Commissariate which used artistsand art to educate the public. Later, as an educator, Tatlin emphasized design principlesbased on the inner behavior and loading capacities of material. It was this work withmaterials that inspired the Constructivist movement in architecture and design.


What is Constructivism?

Constructivist art is characterized by a total abstraction and an acceptance of everything modern. It is often very geometric, it is usually experimental, and is rarelyemotional. Objective forms and icons were used over the subjective or the individual.The art is often very simple and reduced, paring the artwork down to its basic elements.Constructivist artisits often used new media to create their work. The context ofRussian Constructivist art is important, “the Constructivists sought an art of order,which would reject the past (the old order which had culminated in World War I) and lead to a world of more understanding, unity, and peace.”

Constructivism as an active force lasted until around 1934, having a great deal of effect on developments in the art of the Weimar Republic and elsewhere, beforebeing replaced by Socialist Realism. Its motifs have sporadically recurred in other art movements since.

Examples of Constructivist Art

Tower Bawher, Theodore Ushev 1917

Tatlin Tower, Monument to the Third International

Beat The Whites With The Red Wedge, El Lissitzky, 1919


Art and Design

Design brief 2

Client: Titan ClydebankProject: Titan Crane Souvenirs

You have been asked by Titan Clydebank to design items that may be sold as souvenirs in the Titan gift shop. Items may include:

• Postcards• Posters• T-shirts

The client has also asked for other, more unique items to be suggested. If any of theitems are carrying the logo, it should be the Titan’s logo and should be in keepingwith the current colour scheme of the Titan.

To help you with this project you should look at images of the Crane (focussing on the shapes visible in the structure) and examples of souvenirs from other visitorattractions and museums.

• Resources from the pack• Titan Logo• Crane images


I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks. EXA 2-02a

I have experimented with a range of media and technologies to create images and objects, using my understanding of their properties. EXA 3-02a


Art and Design

Design brief 3

Client: Titan ClydebankProject: Stained Glass Project

You have been asked by Titan Clydebank to design stained glass inspired by theshapes and patterns in the structure of the crane.

The client has also asked for other, more unique items to be suggested. If any of theitems are carrying the logo, it should be the Titan’s logo and should be in keepingwith the current colour scheme of the Titan.

To help you with this project you should look at images of the Crane (focussing onthe shapes visible in the structure) and examples of souvenirs from other visitor attractions and museums.

• Resources • Glass panels• Glass paint• Crane images


I can create and present work that shows developing skill in using visual elements and concepts. EXA 2-03a

I can use and combine the visual elements and concepts to convey ideas, thoughts and feelings in expressive and design work. EXA 3-03a

While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions. EXA 3-06a


Influential Artists

There are a number of artists who have been influenced by their time working or living by the Clyde and celebrate it in their art work. These artists may also be ableto inspire your pupils. Using the images available in this pack, and other stimulisourced online and in books, pupils can be encouraged to create their own response to the Clyde shipbuilding industry.


I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-07a / EXA 2-07a / EXA 3-07a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art & design. EXA 1-05a / EXA 2-05a

Tom McKendrickBorn and bred in Clydebank, and a former worker in the John brown Ship Yard,McKendrick’s industrial influences can be seen in much of his work. The roots of hispaintings and sculptures are firmly planted in the processes of work. It is the drive to make that interest his creative energies and his fascination in the interaction between man, ideas and materials results in large multimedia shows. Based locally,he is also open to being contacted by individuals and groups to discuss his work further.

His exhibitions can be best described as 'layered', allowing the viewer to exploredeeply the many facets that are merged into the subject matter. The drive to createa single holistic visual impact dominates his exhibitions and the use of theatrical effects are employed to enhance and bind together the varied components and intensify the aesthetic atmosphere. Primarily a painter his work is identified by itsrich surface texture.

http://www.tommckendrick.com/


Influential Artists

Muirhead BoneBorn in Glasgow in 1876, Bone initially trained as an architect, and later became adraughtsman and engraver. Bone was appointed as Britain’s first official war artist in 1916. As well as his art work, Bone was an influential campaigner for the rights of artists and free entry to public galleries.

http://www.muirheadbone.co.uk/

Stanley SpencerSpencer was born and spent almost all his life in the Thames-side village ofCookham in Berkshire. From 1908 to 1912, Spencer studied at the Slade School of Art under Henry Tonks and others. During the First World War, in 1916, the 24-year-old Spencer was sent to Greece, a member of the Royal Army MedicalCorps's 68th Field Ambulance unit.

After the war, he was commissioned to paint what became Travoys Arriving withWounded at a Dressing Station at Smol, Macedonia, September 1916. It was visiblythe consequence of Spencer's experience in the medical corps.

Spencer’s work as a war artist in the Second World War included his epic depictionof shipbuilding workers and their families at Port Glasgow on the Clyde. When thewar ended he again took up, as did certain other British neo-romantic artists of thetime, his visionary preoccupations – in Spencer's case with a sometimes apocalyptictinge.

In November 2006, the Imperial War Museum asked Manchester United managerSir Alex Ferguson to lead a campaign to fund restoration of Spencer’s paintings ofPort Glasgow’s shipyards in wartime and certain other works. Ferguson, whose father, brother and an uncle were working in the yards while the artist was there,took up the challenge. http://www.stanleyspencer.org.uk/


Influential Artists

Ken Currie (1960-)Born in Barrhead in 1960, Ken Currie is another of the artists who burst onto the international scene in the 1987 exhibition ‘The Vigorous Imagination’, after studyingat Glasgow School of Art. His early work took subjects from the political and industrial past of Glasgow. Currie writes about his pastel “Shipyard Poet”:

“This pastel drawing is called “Shipyard Poet” and was produced in 1987. In themid-1980's I began making work about the slow decline of the shipbuilding industryon the Clyde. My father had served his apprenticeship in one of the Clyde yards justafter WW2. He later worked on the construction of one of the more modern cranesin the yard of Govan Shipbuilders when the industry was thriving. I visited GovanShipbuilders many times – to observe, study, take photographs and film. I met many of the workers there and found that a significant number of them had hiddentalents – as writers, musicians, sculptors, philosophers, debaters. The idea that suchgenteel pursuits could thrive among the noise and physical toughness of the yardswas remarkable – and worth celebrating.”

Currie’s paintings are now concerned with how the human body is affected by illness, ageing and physical injury, social and political issues or philosophical questions.

Steven Campbell (1953-2007)Campbell was a Scottish artist mainly concerned with pictorial representation. He was labeled as one of the New Glasgow Boys or “Glasgow Pups” along withPeter Howson, Ken Currie and Adrian Wisniewski who studied together at the Glasgow School of Art.

He was born in Glasgow started out in his working life as a steelworker then workedas a fitter and engineer for seven years. He then tried his hand as an artist, attendingGlasgow School of Art. His first one-man show in 1983 in New York attracted considerable attention. He became critically and commercial successful, particularlyat his exhibition at the Third Eye Centre in Glasgow in 1985.

Later on he nearly gave up painting, going into a self-imposed exile, only to returnafter almost ten years in 2002 with The Caravan Club at Edinburgh's Talbot RiceGallery.

Influential Artists

Tom McKendrick

Blue Rivet Panel Rivet Panel No. 33

Rivet Marker Welding God



Influential Artists

Ken Currie

Shipyard poet


Landscape of Scotland

Scotland is known worldwide for its two competing landscapes: for its mountainousterrain and beautiful scenery and for its industrial landscape of shipbuilding, coalmining and steel works. Rural Scotland has been celebrated for centuries in poetry,song and art work, with the industrial landscape becoming popular by artists in thispast century.

Included in this pack are several examples of the rural and industrial landscape to beused as stimulus for creating their own art work.

Collage

Using the examples of rural and industrial landscapes, create a collage which celebrates both landscapes.

This could also be used to explore issues of industrial and city landscapes affectingthe rural landscape and also how important it is for city and countryside to work inharmony.


Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art & design. EXA 1-05a/EXA 2-05a

Experimentation with stimuliUsing the images below as stimuli, create an art work which shows the changinglandscape surrounding the crane in Clydebank.

This could be in the form of a banner or poster which celebrates Clydebank’s proudpast and dynamic future. Give the pupils a chance to come up with their own suggestions of what type of art they would like to create.



I can create and present work that shows developing skill in using the visual elements & concepts. EXA 2-03a


Changing Landscape of Clydebank

QE2 in fitting out basin, 1967 Fitting out basin after closure andPhoto courtesy of Philip Capper demolition of shipyard, c2003

Building of the new College & Master plan artist impression of the businesses, 2007 future of ClydebankPhoto courtesy of Howbeg Photo courtesy of Clydebank Rebuilt


Changing Landscape of Clydebank

John Brown’s ship yard c1910 Loch LomondArtist unknown Photo courtesy of Angela Cranwell

Loch Lomond Loch LomondPhoto courtesy of Angela Cranwell Photo courtesy of Angela Cranwell


Experimentation with stimuli

Using the following quotations create a piece of art work you think embodies thephrase. All of the quotations come from “Being Scottish: Personal Reflections onScottish Identity Today” edited by Tom Devine & Paddy Logue (Polygon at Edinburgh 2002 ISBN 1-902930-36-3).

Ginnie Atkinson about Scottish landscape:

“It’s about having the best countryside, the best land in the world… it’s about aprimeval landscape where history can be imagined in an instant.” Page 6

Margaret Bennett about Scotland:

“Scotland thy mountains,They valleys and fountainsThe home of the poetThe birthplace of song!” Page 18

Give the pupils a chance to come up with their own suggestions of what type of art they would like to create.



I can create and present work that shows developing skill in using the visual elements & concepts. EXA 2-03a


Willow Structures

Using willow create 3 dimensional replicas of the Titan Crane. Explore the best waysto make the structures stand alone and also how to replicate the intricate design ofthe structure. This task can be done individually or in groups.

It is worth noting that willow can be expensive so if time permits, invite the pupils todesign their structures in advance on paper or in miniature with pipe cleaners or artstraws.

Willow can be purchased from the following reliable sources:

http://www.musgrovewillows.co.uk/http://www.englishwillowbaskets.co.uk/

Resources:WillowWet strength Tissue PaperMasking tapeSecateursCrane images


I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a

Having chosen personal themes and developed my own ideas from a range of stimuli, I can express and communicate my ideas, thoughts and feelings through 2D and 3D work. EXA 4-05a

Secondary Pack - Expressive Arts:Layout 1 - Titan Clydebank

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