MASS MASS MASS MASS

SCULPTURAL SCULPTURAL SCULPTURAL SCULPTURAL

ACTIONSACTIONSACTIONSACTIONS

INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION

The Unilever Series: turbinegeneration is a project about international collaboration and exchange.Turbinegeneration helps schools from across the globe form international connections.

These connections between schools are developed through an online exchange of artwork and ideas. Schools create artwork inspired by themes taken from the turbinegeneration Project Pack that are relevant to young people’s own experiences and cultures.

This publication showcases a snapshot of responses from schools across the world inspired by Activity 6, ‘Mass Sculptural ActionsMass Sculptural ActionsMass Sculptural ActionsMass Sculptural Actions ‘ in the 2012 – 13 Project Pack, ‘Collective Actions / Interactions to Explore Around the Collective Actions / Interactions to Explore Around the Collective Actions / Interactions to Explore Around the Collective Actions / Interactions to Explore Around the WorldWorldWorldWorld‘. The Project Packs are a available to download from the ‘ResourcesResourcesResourcesResources’ section on the turbinegenerationhomepage.

St Michael's University School, CanadaSt Michael's University School, CanadaSt Michael's University School, CanadaSt Michael's University School, Canada

The location of our sculpture is the playground, looking onto thThe location of our sculpture is the playground, looking onto thThe location of our sculpture is the playground, looking onto thThe location of our sculpture is the playground, looking onto the railway. The e railway. The e railway. The e railway. The playground is a hub for the children and is overlooked by many cplayground is a hub for the children and is overlooked by many cplayground is a hub for the children and is overlooked by many cplayground is a hub for the children and is overlooked by many classrooms, lassrooms, lassrooms, lassrooms, so the installation was well placed to attract attention. The stso the installation was well placed to attract attention. The stso the installation was well placed to attract attention. The stso the installation was well placed to attract attention. The students and staff udents and staff udents and staff udents and staff were intrigued by the piece and keen to learn of its context. were intrigued by the piece and keen to learn of its context. were intrigued by the piece and keen to learn of its context. were intrigued by the piece and keen to learn of its context. Each clay head is representative of its maker. It bears autobiogEach clay head is representative of its maker. It bears autobiogEach clay head is representative of its maker. It bears autobiogEach clay head is representative of its maker. It bears autobiographical raphical raphical raphical imprints of the children and preserves the energy and commitmentimprints of the children and preserves the energy and commitmentimprints of the children and preserves the energy and commitmentimprints of the children and preserves the energy and commitment that was that was that was that was invested in its creation. invested in its creation. invested in its creation. invested in its creation. The seeThe seeThe seeThe see----saw was developed from a collective desire to rescue abandoned saw was developed from a collective desire to rescue abandoned saw was developed from a collective desire to rescue abandoned saw was developed from a collective desire to rescue abandoned objects and reinstate them as part of the school. By assembling objects and reinstate them as part of the school. By assembling objects and reinstate them as part of the school. By assembling objects and reinstate them as part of the school. By assembling the parts as the parts as the parts as the parts as a seea seea seea see----saw we wanted to resaw we wanted to resaw we wanted to resaw we wanted to re----enforce the youth and energy of the heads. The enforce the youth and energy of the heads. The enforce the youth and energy of the heads. The enforce the youth and energy of the heads. The sporadic positioning of the heads on and around the seesporadic positioning of the heads on and around the seesporadic positioning of the heads on and around the seesporadic positioning of the heads on and around the see----saw was intended saw was intended saw was intended saw was intended to imply freedom. to imply freedom. to imply freedom. to imply freedom.

Ellen Wilkinson School for Girls, UKEllen Wilkinson School for Girls, UKEllen Wilkinson School for Girls, UKEllen Wilkinson School for Girls, UK

St St St St CuthbertsCuthbertsCuthbertsCuthberts College, New Zealand. College, New Zealand. College, New Zealand. College, New Zealand.

TE PUAWAITANGA TE PUAWAITANGA TE PUAWAITANGA TE PUAWAITANGA

St Cuthbert’s College collaborative installation St Cuthbert’s College collaborative installation St Cuthbert’s College collaborative installation St Cuthbert’s College collaborative installation sculpture involved 70 Year 9 students, 3 days and 800 sculpture involved 70 Year 9 students, 3 days and 800 sculpture involved 70 Year 9 students, 3 days and 800 sculpture involved 70 Year 9 students, 3 days and 800 lei’s.lei’s.lei’s.lei’s. The work is a response to being in the southern The work is a response to being in the southern The work is a response to being in the southern The work is a response to being in the southern hemisphere hemisphere hemisphere hemisphere –––– Pacific Ocean, particularly New Zealand Pacific Ocean, particularly New Zealand Pacific Ocean, particularly New Zealand Pacific Ocean, particularly New Zealand with its diversity of cultures.with its diversity of cultures.with its diversity of cultures.with its diversity of cultures.

Chad Chad Chad Chad VarahVarahVarahVarah Primary School, UKPrimary School, UKPrimary School, UKPrimary School, UK

Our school mission statement is 'learning to make a difference' Our school mission statement is 'learning to make a difference' Our school mission statement is 'learning to make a difference' Our school mission statement is 'learning to make a difference' and we decided to and we decided to and we decided to and we decided to use this, along with our international focus to create this piecuse this, along with our international focus to create this piecuse this, along with our international focus to create this piecuse this, along with our international focus to create this piece: e: e: e: Spreading Our LightSpreading Our LightSpreading Our LightSpreading Our Light....Every Year 6 pupil used clay to create two or three pebbles in wEvery Year 6 pupil used clay to create two or three pebbles in wEvery Year 6 pupil used clay to create two or three pebbles in wEvery Year 6 pupil used clay to create two or three pebbles in which tea lights could hich tea lights could hich tea lights could hich tea lights could sit. When lit, the pebbles represent our world and the light we sit. When lit, the pebbles represent our world and the light we sit. When lit, the pebbles represent our world and the light we sit. When lit, the pebbles represent our world and the light we hope to share with hope to share with hope to share with hope to share with the world as all of us at Chadthe world as all of us at Chadthe world as all of us at Chadthe world as all of us at Chad VarahVarahVarahVarah Primary School learn to make a difference.Primary School learn to make a difference.Primary School learn to make a difference.Primary School learn to make a difference.

ErenkoyErenkoyErenkoyErenkoy IsikIsikIsikIsik LisesiLisesiLisesiLisesi, Turkey , Turkey , Turkey , Turkey

Langdon Park School, UK Langdon Park School, UK Langdon Park School, UK Langdon Park School, UK Year 9 Students have Year 9 Students have Year 9 Students have Year 9 Students have been working towards been working towards been working towards been working towards producing a Mass producing a Mass producing a Mass producing a Mass Sculpture. This theme is Sculpture. This theme is Sculpture. This theme is Sculpture. This theme is inspired by Activity 6 inspired by Activity 6 inspired by Activity 6 inspired by Activity 6 'Mass Sculptural Actions''Mass Sculptural Actions''Mass Sculptural Actions''Mass Sculptural Actions'We have also been We have also been We have also been We have also been inspired by the Kite inspired by the Kite inspired by the Kite inspired by the Kite installations created by installations created by installations created by installations created by Artist Jacob Hashimoto.Artist Jacob Hashimoto.Artist Jacob Hashimoto.Artist Jacob Hashimoto.The project began by The project began by The project began by The project began by observing seeds and observing seeds and observing seeds and observing seeds and pods and making pods and making pods and making pods and making observational studies, observational studies, observational studies, observational studies, These images were used These images were used These images were used These images were used as inspiration for a kite as inspiration for a kite as inspiration for a kite as inspiration for a kite design. All of the kites design. All of the kites design. All of the kites design. All of the kites were then strung were then strung were then strung were then strung together into a variety of together into a variety of together into a variety of together into a variety of installations before installations before installations before installations before deciding on our final deciding on our final deciding on our final deciding on our final sculptural form. Each sculptural form. Each sculptural form. Each sculptural form. Each kite was made using kite was made using kite was made using kite was made using tissue paper and sticks, tissue paper and sticks, tissue paper and sticks, tissue paper and sticks, and decorated using and decorated using and decorated using and decorated using watercolours. We watercolours. We watercolours. We watercolours. We discovered the discovered the discovered the discovered the transparency of the transparency of the transparency of the transparency of the tissue paper looked best tissue paper looked best tissue paper looked best tissue paper looked best when lit by a strong when lit by a strong when lit by a strong when lit by a strong light. We took light. We took light. We took light. We took photographs of our photographs of our photographs of our photographs of our sculpture using a variety sculpture using a variety sculpture using a variety sculpture using a variety of different light sources.of different light sources.of different light sources.of different light sources.