New year – the same old resolution

P1020218The first of January, and a first drawing for a new year. Most years I start the year with the intention of drawing more. A kind of unofficial resolution to myself. Some years it is more successful than others. This year I can post the first drawing of the year on the first day…although to be honest it was started earlier and just finished today. However, a second variation is well underway.

It’s quite a somber image, quite fitting for the grey, misty chill outside this particular 1 January. Although it also has to be said that the bush fires that are burning in Australia at the moment and filling the news the silhouette tree motif that I have been using for a while now seems to be taking on an increasingly environmental charge.

What goes around comes around

I remember looking at Rob van Koningsbruggen’s work when I was an art student around 1990.  He was held up as an example of a type of abstract painter who was much admired by teaching staff at the college where I was studying. He had taken on board in his work the lessons of American abstraction of the mid twentieth century without losing his European roots. Better still, he belonged to the Dutch lineage of abstraction.

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Rob van Koningsbruggen, Untitled, 1985

I have regularly come across examples of his work in Dutch galleries and museums, but today, when visiting the Kunstmuseum (formerly known as the Gemeentemuseum) in The Hague I have seen a full-scale museum show of his paintings for the first time.

They were a succulent collection of canvases from the past decade of the now 71 year old painter. The paint and colour does quite literally on occasions ooze from the surface.

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Peter Roseman, Composition on Drape, 1990

It was strange to walk around the rooms; I hadn’t expected it to feel quite such a visual reminder of the paintings I remember from the college studio spaces back in 1990. I just wish I had more photos from our work place back then. A very likeable exhibition, but at the same time strangely familiar.

 

 

I don’t use much green…….

I’m busy working on a commission for a painting. It is a larger version of the circular ring formed paintings that I have been working on for a while now. For me it is also a fairly large-scale work, measuring 120cm across and that hole in the middle being about 62cm.

The most recent smaller versions have often been essentially the bringing together of two colours, built up in numerous layers to gain an intensity of colour that causes the optical effects of the composition to work best. The initial layers being put on with acrylic paint and the later ones being oil for a better surface finish and greater depth to the colour.

For this larger work I decided to continue with the dark blues that I have been experimenting with and rely on Windsor Blue being layered on top of Cerulean Blue and just a touch of Phthalo Green. The green part though has been something of a new area for me. I’ve been working this area up with a mixture of Permanent Green Light and Cadmium Yellow.

So far so good, but then comes those final layers of glazed oil paint to bring the surface quality to where I want it to be. This has sent be deep into the bottom of box of oil paints looking for the appropriate shade of green. Like I said at the beginning, I don’t often use green. A fact that was confirmed by the discovery of the 37ml tube of Cadmium Green made by Windsor and Newton that I plan to use. The paper covering of the tube has yellowed with time, it took a while to get the cap off the tube, but inside the colour was fine. I’ve bought many tubes of paint over the years, most of which I can’t remember where and when I got them. But this one is an exception, it is a last remaining tube (along with a tube of violet, what I also rarely use) that remain from a set I was given when I started my Fine Art degree at Wimbledon School of Art in 1987.

Thirty-two years on this Cadmium Green is finally to see the light of day and edge my painting towards its own finishing line in 2019.

 

All the Rembrandts

Rembrandts paintings are such big statements. Last week I was in the Mauritshuis in The Hague showing the pupils I teach The Anatomy Lesson of Dr Tulp. Today I’m in the Rijksmuseum with it’s Syndics of the Drapers’ Guild, the Jewish Bride, the portraits of Maerten Soolmans and Oopjen Coppit and of course also the Nightwatch. All familiar images that I regularly see on my visits to these museums. 

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But today it has been slightly different, for alongside the big statements there are images of such delicacy, intimacy and plain and simple smallness.  For its exhibition Alle Rembrandts the Rijksmuseum has pulled everything out of their storage depot, all the paintings, all the drawings and all the prints.

The drawings in the exhibition are often quite limited in their format, a page from a notebook perhaps, but the etchings, peeping out from their little windows cut in the generous mounts are something else. 

Rembrandt captures a look, a glance and a mood, often in little more than a square centimeter of surface on the etching plate given over to the subject’s face. A individual peers out from amongst a tangle of the most finely scratched lines.  Faces lit by the combination of the blackest of black printmakers ink and the raw bloom of the slowly discoloring paper.   Never mind the impressive clothes and stature of the full size, full figure painted portraits, these are openings into the lives and world of emotion, concentration, activity and sometimes, apparent boredom.  

And then after this simplicity and intimacy, you enter the last rooms. These are spaces packed with drama and spectacle. Rembrandt sets to on the big Biblical themes; the crucifixion , the entombment, Christ presented to the people and Christ preaching. They’re bigger prints than earlier in the exhibition. They bristle with action, the handling of tonal work is, well, as you might expect from Rembrandt, dramatic. I haven’t seen some examples of Rembrandt’s crucifixion series for a while, it is spectacular and fascinating to see different stages of the printing process alongside one another.  Having seen Grunewald’s huge crucifixion not so very long ago, I do find myself wondering how a Rembrandt painting of this subject, based on his etchings, and of Nightwatch scale might have been.

Daytime watch, by Rembrandt

There is no intention to intimidate, but I do kind of like having Rembrandt keeping watch from the back of the classroom.  Better still that these are the very pupils who painted the portrait.

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Click on the link below to read more about how the painting was made.

https://petersansom.wordpress.com/2019/04/01/sworn-to-secrecy-in-rembrandt-year/

Abstraction for teenagers

When I was doing my teacher training, I distinctly remember one of my art history lecturers arguing that abstraction was simply not something worth exploring with teenagers in their early teenage years.  Figurative art was the way to go, being more accessible, more linked to a narrative and simply more of an open door to them.

I would certainly acknowledge that figurative work is a more straight forward route, but to leave abstraction out of the picture seems to me to be a neglection of rather too much of the art of the twentieth century!  Each year with my classes of 14-15 year olds I launch into a quite extensive series of lessons that explores abstraction from a number of different directions.

I can’t pretend that the first session is often greeted with some bewilderment, but as the lessons and assignments progress there is an increasing realization that there is serious work to be done and artistic decisions to be made.

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I normally start by drawing parallels with the world of instrumental music (lyrics being way too much of a distraction).  Music is closer to their world of experience and discussions around rhythm, expression and emotional tone are all easily possible.  Also matters of personal taste can be explored. I use various music fragments to set the ball rolling, challenging the pupils to react with line, shape and tone to pieces ranging from the most minimal of Brian Eno compositions to pastoral classical music and techno rhythms.  Each fragment produces its own distinctive results.  The door towards abstract compositions swings slowly open.

We explore directional flow around and towards focal points in abstract arrangements. Graphic qualities in design, chaos and order, both working on paper and in digital work.  We have also explored step by step processes of abstraction from a figurative starting point, moving slowly away from pictorial conventions. We have also worked with street maps as a starting point towards working towards a much-abstracted version that has often become essentially unrecognizable.

When working around these themes I often refer to the work of Frank Stella, and this year couldn’t resist the chance to dip into his work to explore the differences between illusionistic form (through the cones and pillars relief pieces) and the real three-dimensional space that these huge constructions have.

All-in all there seems so much to explore and experiment with and I have to say that often after a little initial scepticism there is an increasing focused engagement and they start to understand the considerable possibilities and freedom that these assignments offer.  Do they miss the narrative?  My impression is that they don’t really, they just focus on the choices and options that are on offer, and they are undoubtedly more knowledgeable and technically able at the end of the module.

 

Studio days in December

three together

Combining education and producing your own work isn’t always an easy an combination. You often find yourself saying next week will be quieter, there’ll be more time then.  Then a week later…..well, you get the picture.

In the last couple of days I’ve been making an extra effort to find my way back into my studio practice, finishing of paintings that were near to completion, drawing out the next plans and documenting photographically where I am currently up to.  The images here are a series of six ring formed canvases that I have been working on.  I suspect there might still be more in this fruitful series, but at the same time the current drawings I’m making are hinting at new areas and forms that these geometric and tree based motifs are heading.

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These are quite labour intensive works, built up of numerous layers of paint, and each is accompanied my drawing, collage and digital work to plan out the possibilities.

The power of the crowd (and small technical steps)

Many of my colleagues in school have something of a strained relationship with pupils working together in groups. It is probably also fair to say that many of the pupils themselves have an equally troubled experience with this educational approach. The main reason for this is the tendency for there to be children in almost any group who are just in there for the ride, benefitting from the efforts of others, without putting the effort in themselves.

I understand this problem and realize for many pupils and teachers that it is a thorny problem, but in the art department I have to admit to being a huge fan of group work. I certainly don’t continually pursue this route, but it is an approach that I regularly return to.

Maybe one of the biggest differences in the art department and a large-scale shared piece of work is everyone has to contribute, in a sense there is no place to hide! Failure to do your part is hugely visible and my experience is that very few pupils want to put themselves in that position.  It could be argued perhaps that working like this does put the less able pupils in a bit of a spot, the pressure is on, to perform to the level of the rest of the group.  My experience here though is that with careful teacher judgement and support even the most uncertain child gets the positive effect of having contributed to an in the end impressive whole.

But beyond that, there are several very positive reasons for my love of a group project:

  • It gives a chance to produce something really big, an artwork with a wow factor!
  • Pupils leave the project with a feeling of having played their part in producing something where the result often feels greater than the sum of the parts
  • It creates an energy and curiosity in the classroom, especially at the end of a lesson where the whole group are hungry to see the progress and how the total art is coming together
  • ‘Are our individual pieces going to be graded?’ is often a cry I hear after a while, ‘no’ I say, wondering the first time whether that would make a difference. My experience is that it certainly doesn’t, somewhat dispelling the thought that pupils only work when there is a grade in it for them.  The reward in this case clearly lies elsewhere, and not a grade that contributes to the next report.
  • Socially within the cohesion of the group involved there is undoubtedly a positive effect. On a small scale there are often discussions within the group about the connections with ‘neighbours’ in the group work.  These are often interesting to see as the contact takes an individual to all corners of the classroom group and not just their most familiar friends.  But beyond this and most importantly there is a total bond in the group, a completely shared activity to which they can all contribute, a true team performance.

With the case documented here, and its small scale individual sections, I have been given the chance to explore in a relatively controlled and defined way a small but important technical skill.  In this case it has all been about mixing colours and combining colours on the painted surface to get a more complex and interesting end result.  The twelve-year-olds with which the group was made are used to using colours direct from the pot, but a little less used to mixing colours and even less familiar with the idea of painting a single area with a multitude of different hues and shades. Certainly a very useful insight to give for future projects.

Click on the links below for related posts:

Larger than the sum of the parts

Tim Rollins and K.O.S.

Studio day

Sometimes I find myself battling with an idea for an extended period of time, searching for that visual solution fits the various components that I want to include.  It can go on for weeks or months without anything significant coming out of it all.  That was kind of the state of things towards the end of last year, but then suddenly things started to change and develop and suddenly the possibilities seem endless.  Technically it is not quite a return to the Renaissance ‘tondo’ painting, but a ring painting is as close as I have even been.

It is at moments like this I feel I could do with an assistent to make my rather time consuming round canvases. But without such help it is simply a question of getting on as best as is possible.

 

 

 

 

Capturing the imagination – a photographic remake

It is normally a pretty good sign if some colleagues in the staff room know about a project that you are working on before you’ve told them about it. It means that pupils themselves are talking about it!

This was the case last week. I had taken my fourth-year classes (15-16 year olds) to our local museum, the Jan Cunen Museum, to see an exhibition by the Dutch photographer Micky Hoogendijk. Most of the work on display were quite large-scale portraits with varying degrees of digital manipulation often in the form of overlays of other imagery imposed over the head or face. Three works stood out though as slightly different. These particular photographs didn’t have the same manipulation, but they did have a historical resonance with seventeenth century Dutch art.

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We talked about the set of photographs whilst at the museum, the clothing, the poses, the use of light and the restrained expressions on the faces. The linking with seventeenth century art was strong and something the pupils later explored in a homework assignment.

Whilst the Hoogendijk works don’t seem to have been based on specific images from the past they offered the pupils a contemporary route back to artworks that they often pass quickly over in other circumstances.

The photographs also offered me a chance to make use of a practical assignment that I have used in the past. This involves a photographic remake of an art historical portrait where the pupil plays the part of the subject of the portrait. It is a relatively straight forward assignment to explain, and maybe this helps in the way that it seems to have captured the attention of my pupils in the last couple of weeks.

I provided a large selection of images for the classes to search through to find something that they thought that they could work with. I gave strict instructions for the photographs that they were going to take, and these were going to become my marking criteria when evaluating the work:

  • The pupil really has to play the part, the expression involved and displayed was important
  • Composition and the arrangement of figure and attributes were important
  • The use of light in the painting had to be followed as much as possible in the photograph
  • The pose of the figure should be used as a basis in the photograph
  • The clothing can be updated but should show a relationship to the original painting   Providing the framework
  • Cardboard box office
  • Related posts:
  • All photographs shown above are included with the pupils’ permission.
  • Looking back on the results that were finally handed in, I feel that the effect of that having seen high quality photos in the exhibition had a positive effect. I feel that it made them approach their own work in a more ambitious way. It definitely seemed to help them in taking a step away from the idea that this was just going to be a relatively unconsidered snap shot, an approach that is the dominant feature of most of a teenagers photographic output.

Beyond these instructions I left my pupils to it. Sending them off with a two-week deadline to produce this practical homework assignment. Although I did also stress that this was perhaps not an assignment to work on in a hurry on a dark Tuesday night…..they were to try and make use the of the natural light that the weekend offers.

 

Looking back on the results that were finally handed in, I feel that the effect of that having seen high quality photos in the exhibition had a positive effect. I feel that it made them approach their own work in a more ambitious way. It definitely seemed to help them in taking a step away from the idea that this was just going to be a relatively unconsidered snap shot, an approach that is the dominant feature of most of a teenagers photographic output.

All photographs shown above are included with the pupils’ permission.

Related posts:

Photographic frames of reference

Cardboard box office