ORBITA Teacher’s Guide to Jupiter ArtlandSuitable for early yearS/Primary

LEARNING

Artist nameArtwork title XXXX (date artwork made) • facts and information about the artwork for your reference and for

you to share with the group.

• We recomend using the teachers questions to introduce the information, rather than listing these facts. However do use these facts to answer their questions and to build your knowledge.

• these facts have been compiled by the Jupiter education team and consist of background to the artwork, the artist’s intentions and fun facts that children will find interesting.

Back at School• ideas of activities to do back at school. you can also find

more ideas by reading our early years/Primary school pack workshop guide at www.jupiterartland.org/learning

Teachers questions• the section lists questions to help you

introduce the artworks to your group and encourage them to think about it themselves.

• encourage them to look closely, ask their own questions and ask them what they think of the sculptures.

• the questions have been compiled by the Jupiter education team who use the same questions when giving educational tours.

Activities• Here you will find a list of suggested

activties to do with your group at each artwork.

• activities can be conversational, written, imaginative, physical or artistic.

• We recomend that your learners bring sketchpads with them, as many activities involve sketching or writing stories.

imPortaNt HealtH aND Safety GuiDaNCePlease ensure you take note of these health and safety tips.

How to use this guide .

this resource has been developed by the Jupiter artland education foundation for self-guided school groups visiting Jupiter artland. this resouce pack is designed for teachers working with early years/primary school aged groups.

What is Jupiter Artland?

• Jupiter artland is a 100-acre sculpture garden just outside edinburgh.

• Here you will find the private sculpture collection of Nicky and robert Wilson.

• Jupiter artland opened its doors to the public and to school groups in 2009.

• all the sculptures are by contemporary artists - artists that are living and making work today.

• each artist is commissioned and invited to Jupiter artland to make a sculpture that responds to the place and the land itself. they are invited to make work for their chosen place within the artland, making each artwork completely site-specific.

• there is a close link between art and nature - hence the name “artland”.

• Jupiter artland was named after the roman God Jupiter, the god of celebration, creativity and having a good time.

All resource packs must be returned to the Jupiter Education Foundation after each visit.

Jim Lambie, a forest, 2010

LEARNING

Jim LambieA Forest, 2010 • Jim lambie was a musician early in his career and music has been a

big influence on his work.• the artwork is named after a 1980 song by the Cure – about a girl

disappearing into the forest – chorus “into the trees”.• the wall is made from spray painted chrome panels.• tesselated different shapes form a cover to the back of the Jupiter

gallery wall.• folded over corners make us think of posters layered up advertising

music gigs that have come and gone.• in 2010 Jim lambie exhibited in the Jupiter gallery Zobop - a

colourful fluorescent tape floor laid out to follow the architecture of the gallery.

Back at School• use masking tape to lay out the trunks and branches of a

tree onto paper. use rollers to cover the whole paper in paint - then take off the tape revealing the outline of your tree.

Teachers questions • What can you see when you look into the

sculpture?• Why do you think it is called a forest?• if you look behind yourself what can you see?• What do the folded over corners within the

sculpture make you think of?• What do you think it is made of?• Do you think this sculpture looks the same

in all seasons - why not?• How many different colours can you see in

the sculpture?

Activities • if you move down the path in front of the

sculpture what does your reflection look like? Does it change?

• Sketch what you see when you look into the sculpture - the chrome panels, yourself and your friends, the forest behind you. try drawing the reflected images in a different colour to the actual sculpture.

• the artwork is named after a song that talks about a girl disappearing into the trees - write a story about this girl - what happens to her? Where does she go?

Anish Kapoor, Suck, 2008

LEARNING

Anish Kapoor Suck, 2008 • this installation consists of a cast iron hole sunk into the ground

with a cast iron cage built around it that is 17 feet high.• it is a very deep hole that looks as though it could go on forever. We

never say how deep it actually is as we want the audience to use their imaginations.

• the artist is exploring the mystery of the void – an empty dark space. • it is like a vortex, which sucks people towards it as they want to see

what is down there and how far down it goes.• it is placed on the true cardinal points - north, south, east, west.• the artist didn’t include the cage in the original siting of the

sculpture but added this afterwards, creating a sense of mystery and impact.

Back at School• Create a story about the giant hole at Jupiter artland. Who

uses this hole - is it a portal? Where does it lead to. illustrate your stories with pictures of the sculptures.

Teachers questions • How far down do you think the hole goes? How

deep is it?• Where do you think the hole could take you, a

black hole, a portal, to the centre of the earth, to another world?

• Why do you think there is a cage around the hole?

• Why did the artist make such a huge cage? • What could be down there? is the cage

keeping something out?• Why do you think it is called Suck?• How do you think they get inside to cut the

grass?

Activities• Where do you think the hole takes you?

Who/what do you think might be at the bottom of the hole? Can you draw a picture or write a story about the world at the bottom of the hole?

• Have a go at drawing the Suck - draw the cage and the hole inside.

• Some people think the hole is a portal and that there is another hole somewhere else in Jupiter at the other end - can you see if you can find it?

Antony Gormley, firmament, 2008

LEARNING

Antony GormleyFirmament, 2008 • firmament is made up of 1770 corten steel rods and 1019 steel balls

creating polygon shapes.• the structure represents the human figure based on a model of the

scuptors own body. the human figure is falling to the ground.• firmament is a traditional word for the sky, the artist wanted

to evoke the old star maps when figures were drawn in the constellations

• the artist sited the sculpture specifically in this location, rasing the ground to do, due to the expansive view you can see through the sculpture’s forms.

• antony Gormley most famous sculpture is angel of the North.

Back at School• try a bit of life drawing - in pairs sketch each other in

different positions. • use match sticks and plasticine to make firmament models.

Teachers questions

• What do you think this is a sculpture of? • try and identify the different body parts - the

legs, head, feet, hands, arms?• Why do you think the artist sited it here?• What can you see in the distance?• What material is it made of?• Does the structure of sculpture remind

you of anything?• What shapes can you see in the sculptue?

Can you name them?• What famous Scottish landmark can you

see in the distance?

Activities • in fine weather and dry ground ask

children to model the pose.• brought your sketchpads with you? Sketch

a part of the sculpture or the whole thing. try sketching what you can see through the sculpture.

• Quickly sketch the view of the landscape you can see from this site.

• firmament is inspired by old star maps - do you know any constellations? Can you write a story about this man and his life in the stars?

imPortaNt HealtH aND Safety GuiDaNCeDuring or after wet weather the slope leading up to firmament can be extremely

slippy - please take care.

Ian Hamilton Finlay, only Connect, 2008

LEARNING

Ian Hamilton Finlay Only Connect, 2008 • the bridge connects two parts of the artland divided by a faultline in

the underlying rock.• the 2 milestones next to path either side of the bridge are inscribed

with the words “only Connect”.• the artist plays on words and objects – most of his artwork was

created by inscribing objects with words.• for Jupiter artland iHf made 4 sculptures, beehives, only Connect,

temple to apollo and Xth muse. • the words referrence a quote from a book by em forster called

Howard’s end. the words that iHf uses on his sculpture are often found from other writers work.

Back at School• Can you build a bridge - use blocks or sticks from the

outside to build small bridges - try and make them balance.

Teachers questions • What does connect mean?• Why are there two stones with it written on

them?• What is the material that the bridge is made

of?• What purpose does a bridge usually have?• What famous bridges can you think of?• What does the bridge remind you of?• Do you think there might be anyone or

anything that might be living under the bridge?

Activities• think of a bridge that you know – or go

and look at the view of the bridges from firmament again. Draw a picture of a famous bridge or design your own.

• lots of children think this bridge reminds them of a troll bridge - who might live underneath - what would the troll say to someone “trip trapping over” his bridge?

• Write a story about the bridge and the troll that lives underneath it - is it a friendly troll or a grumpy troll? Does he like people crossing his bridge?

imPortaNt HealtH aND Safety GuiDaNCethe bridge is very narrow please cross in single file.

Andy Goldsworthy, Stone House bonnington, 2009

LEARNING

Andy Goldsworthy Stone House Bonnington, 2009 • inside the Stone House you will find the excavated bedrock. Having

selected a rectangle of land 6 metres by 8 metres the artist dug up the ground to reveal the bedrock just underneath the surface.

• the Stone House was built using a dry stone wall technique and encases the bedrock, stopping nature finding its way in to reclaim the land and start to grow again.

• in Stone House bonnington Goldsworthy has made nature the occupant, bringing the outside inside.

• this sculpture is part of a series of 4 sculptures made by andy Goldsworthy during a 6 month residency. all the artworks are about the relationship between stone and wood in nature.

Back at School• andy Goldsworthy makes lots of sculptures using stones -

often in spirals, domes and circles. Have a look at pictures of them for inspiration. Create your own stone sculpture.

Teachers questions• What do you think you might find inside this

house? (before you go inside)• Where do you think this rock on the ground

has come from?• Why do you think the artist decided to build a

house over the bedrock?• What are the walls made from? • Where do you think the material came from?• What is the roof made of?• Why is it important to shut the door behind

you when you leave the Stone House?• Why is there at boot scraper outside the

front door?

Activities• andy Goldsworthy only works with natural

materials. Can you think of a list of natural materials and a list of man-made materials?

• the Stone House is very peaceful place to sit. try closing your eyes and listening to the sounds of nature outside. Can you write a poem or story about what it feels like to be inside the Stone House?

• Draw a picture of what the Stone House would look like if nature found it’s way in and the plants and trees started to grow.

imPortaNt HealtH aND Safety GuiDaNCePlease take care when entering - the ground is uneven. let your eyes adjust to the

darkness. once inside find somewhere to sit down to avoid falling.

Laura Ford, Weeping Girls, 2009

LEARNING

Laura FordWeeping Girls, 2009 • for this installation five figures of girls are sited in this area of the

woodland.• the Weeping Girls are painted and patinated bronze.• the artist chose the site as it was quiet and peaceful and she

thought the girls would introduce “unnecessary drama”.• all ages react differently to the Weeping Girls. Children think they

look like the Weeping angels from Dr Who – we say these were around first!

• the artist created them based on a story of a friend’s child who tantrummed a lot. the little girl liked to check herself out in the mirror to make sure she was having the right dramatic effect.

Back at School• Write a story about one or all of the Weeping Girls - who are

they, where do they come from, how did they end up in the woods, why are they frozen solid, do they come to life?

Teachers questions • How many girls can you find?• What do you think the girls are doing/feeling?• What do you think might have made them feel

this way?• as the girls don’t have any faces how can you

tell how they are feeling?• they don’t have faces – why do you think the

artist didn’t give them faces?• Do you think they are the same girl?• Do they remind you of anything?• How old do you think the girl is?• What are they dressed like? is it modern?

Activities • let the group go and find the girls

themselves – careful not to trip. How many can they find?

• tell the group about the artist’s inspiration of a tantrumming child. ask them to recreate the pose of a Weeping Girl - what is making them feel angry, sad, frustrated?

• Sit on the log next to the first weeping girl and sketch. or choose another girl you would like to sketch.

• Pick one of the Weeping Girls - create her story, who is she, how is she feeling?

Ian Hamilton Finlay, temple of apollo, 2005

LEARNING

Ian Hamilton Finlay Temple of Apollo, 2005 • the temple is inscribed with the words “Consecutive upon apollo. a

god definitely in exile. a titanic revolt in his heart.” l a St. Juste.• ian Hamilton finlay’s artwork involves inscribing his own or found

words into objects. • apollo is the Greek god of music, poetry, art, sun, light and

knowledge amongst other things. St Juste was one of the leaders of the 18th century french revolution.

• the two men and their ideas are constant themes in iHf work and personal heroes of his.

• the temple of apollo was originally sited at iHf’s sculpture garden called little Sparta but he thought it was “too grand” and set it aside until it found a new home at Jupiter artland.

Back at School• Soap carving - have a go at inscribing words into soap.• Create mini temples and gardens - you could use cardboad

inside and sticks in the outside.

Teachers questions • When you look at this sculpture - does it

remind you of anything? Have you seen anything like this before?

• What is a temple?• What is a hero? Do you have any heroes - who

are they and why are they your hero?• How many pillars are there? Notice that

they are wider in the middle. Why might that be?

• Why do you think there is a hole in the centre of the temple?

Activities• enter the temple - look through the hole,

it is called an oculus, what can you see?• look through the gap between the pillars

to view the Xth muse, another of finlay’s sculptures.

• brought your sketchbooks with you? Have a go at sketching the temple - try sketching the trees through the oculus or have a go at sketching the Xth muse from inside the temple, or even go down and see her.

• make your own mini temple out of sticks and moss.

Ian Hamilton Finlay, Xth muse, 2008

LEARNING

Ian Hamilton Finlay Xth Muse, 2008 • there were nine muses in Greek mythology who inspired creativity.• this sculpture is a bust of Sappho. Sappho was a poet and was

hailed as the Xth (10th) muse by the ancient Greek philospher Plato. • She wrote a lot of love poetry of which only fragments on papyrus

remain.• a muse is a person who inspires someone else to be creative and to

create.• famous artists such as Picasso were well known for having different

muses who often featured in their work. fashion designers also work with muses. Kate moss is known to be the muse of marc Jacobs and madonna the muse of Jean Paul Gaultier.

Back at School• Who is your muse? Who inspires you? it might be a person

you know, a celebrity, a band, an author? Write about them.

Teachers questions • Why do you think the artist wanted the Xth

muse and the temple of apollo to be located so close together? Can you find any connections?

• What does the X stand for on the sculpture?• What do you think the sculpture is made of?• What do you think of the place that the artist

has sited it in?• Who do you think this is a sculpture of? • Who does she look like?• What time period do you think the lady in

the sculpture comes from?

Activities• brought your sketchpads with you? Have

a go at sketching the Xth muse. Draw her from different angles, from up close front on or sideways on, from the view at the temple of apollo.

• Write a poem about the place you are sitting in; what can you smell, hear, see, feel around you?

• Write a story about the Xth muse - who she might have been and who inspired her.

Cornelia Parker, landscape with Gun and tree, 2010

LEARNING

Cornelia ParkerLandscape with Gun and Tree, 2010 • the shotgun is 9 metres tall.• it is made out of cast iron and steel. • the shotgun is a replica of mr Wilson’s (owner of Jupiter artland) -

you can see details such as the make of gun engraved into the metal.• the gun is entirely self supporting with deep foundations which

mean it would stand up without the tree.• Cornelia Parker was inspired by a famous painting called mr and

mrs andrews by an 18th century artist Gainsborough – showing a couple sitting under a tree with a man leaning on the tree with a gun over his arm. the sculpture is a contemporary version of this painting, depicting mr and mrs Wilson, owners of Jupiter artland.

Back at School• in the case of this sculpture the gun represented mr Wilson

and the tree mrs Wilson. Create a self portrait of yourself but choose an object to represent you.

Teachers questions • What do you think might have happened here?• Who do you think the gun belongs to?• What type of gun is this?• What is this type of gun usually used for?• Do you think the gun is loaded?• What is it made out of?• How tall do you think the gun is?• is the gun touching the tree? look really

closely.• Why do you think it is positioned in this

way - to look as though it is leaning against the tree?

Activities• Does the gun touch the tree? look up the

tree under the barrels does it touch the branches?

• look at the engravings on the gun - can you find the name of the gun maker?

• brought your sketchpads with you? Sketch the shotgun from different angles.

• Write a story about who this gun might belong to and why it ended up here. it looks like someone has left it propped up against the tree.

Nathan Coley, in memory, 2010

LEARNING

Nathan ColeyIn Memory, 2010 • this is not a real graveyard so there are no bodies buried here. the

gravestones themselves are real however.• the names have been removed from the gravestones for two

reasons: so that we can focus on who we would like to remember instead and as they are reclaimed they need to be anonymous.

• the enclosure is concrete and the ridges show a days pouring.• the gap opening is the width of the artist’s shoulders and the height

of his reach. the width of your shoulders is the widest part of you in birth and in death.

• the large tree next to the sculpture was already dead when the site was chosen by the artist and it was preserved during the creation of the artwork.

Back at School• Create a memory tree - on tags and paper write down your

favourite memories - maybe your memories from Jupiter artland and hang them from a tree in the garden.

Teachers questions

• What is missing from the gravestones?• Why do you think the artist has removed the

names from the gravestones?• Why do you think the artists wanted the

graveyard to be well maintained? • What words do you see repeated on all the

gravestones?• Why do you think the artist wanted the gap

to be made with the measurements from his own body?

• Why do you think the artist chose this site for his installation?

Activities• look closely at all the gravestones and

the words written on them - make a list of all the different languages and religions you can see represented.

• Describe the change of space when you walk through the gap into the artwork.

• Can you make a rubbing? if you have paper and crayons with you lay your paper over the gravestones and make a rubbing.

• make up a story about a person who the gravestone might have belonged to - what was their name, who were they, what did they do, what did they like?

Shane Waltener, over Here, 2007

LEARNING

Shane WaltenerOver Here, 2007 • over Here is made of fishing line knitted with circular needles. • the pattern is based on a that of Shetland lace. traditionally each

baby in Shetland would be hand knitted a Christening Shawl in this pattern.

• the hole in the centre acts like a view finder - looking through the centre you can see a view of the Pentland Hills.

• the artist was inspired by dreamcatchers – which Native american indians put with their sleeping children to catch the bad dreams at night, to protect their children.

• there are two colours of fishing line that were used in the artwork. • the web itself is 4 metres in diameter.

Back at School• make your own web in the school playground using garden

twine or wool - weave them tight between 2 trees.• Have a go at some finger knitting.

Teachers questions • look at the sculpture - what does it remind

you of?• What do you think it is made of?• How do you think it was made?• What can you see through the hole? try

standing at different places.• How far can you see?• Do you know what a dreamcatcher is and

Native american indians think it does?• Why do you think the artist put a hole

in the middle?

Activities• touch the web very gently (a few children

at a time) - what does it feel like?• Position yourself up the hill and look

through the hole in the centre. Can you see the Pentland Hills? the artist wanted you to imagine there is a man on top of the hill - can you get his attention? in a group call ‘over Here’.

• Draw 2 pictures - one of the web and one of the view in the centre of the hole.

• think about dreamcatchers - write about a good and a bad dream you’ve had.

Charles Jencks, Cells of life, 2005

LEARNING

Charles Jencks Cells of Life, 2005 • Cells of life is made up of 8 life mounds across 5 acres of land. • it took our grounds team over 6 years to build, completing in 2011.• they were created by excavating mounds of earth which were

sculpted into the spiralled forms. the ponds were then created by filling in the excavated land with water.

• it takes 2 men to cut the grass twice a week in the growing season, using a lawnmower on a rope for the vertical sides.

• the installation represents the process of cell division, mitosis, with the water representing the cells and the landforms the abstract cell walls.

• you can also see Charles Jencks landforms outside the National Gallery of modern art, fife, Northumberlandia and within his private garden, Garden of Cosmic Speculation.

Back at School• Draw and paint your impression of the life mounds• Why not make a miniature life mound out of clay?• experiment with bubble painting to create images of cells

Teachers questions• look at the sculpture, what can you see?• What do you think it is made of?• How do you think it was built?• How long do you think it took to build?• What does it make you think of?• the scupture is called the Cells of life, can you

think why?• explore the different forms (called life

mounds) - which do you think is the biggest?

• Can you find a double helix (double stranded DNa, represented in Cells of life by a double spiral)?

Activities• explore the different life mounds - find

the double spiral, the zig zag landform.• How many steps does it take you to get to

the top of the biggest life mound?• on the top of the biggest life mound you

will find a concrete poem - what is the first and last word of the poem?

• brought your sketching pads with you? Sketch a part of the landforms, try it with charcoal for a loose sketchy effect.

• Smartphone - download the Geopaint app and create a GPS drawing of life mounds.

imPortaNt HealtH aND Safety GuiDaNCePlease do not run, climb or roll down the life mounds. ascend in a single file line watching where you put your feet and observing the veiw when you reach the top.

Anya Gallaccio, the light Pours out of me, 2012

LEARNING

Anya GallaccioThe Light Pours Out of Me, 2012 • Gallaccio is a Scottish artist from Paisley who lives in California

where she became interested in crystals and their properties.• 3 metre underground cube lined in concrete, drained and then

covered with amethyst.• a geode is a hollow rock containing crystals – the large pieces of

amethyst on the walls are split geodes.• the amethyst crystal came all the way here from brazil by boat.• the volcanic glass-like rock around the mouth of the cube is called

obsidian and came from oregon.• the artist has also created 2 temporary exhibitions at Jupiter, red on

Green; a carpet of 10,000 english red roses and Stoke; a room with walls coated in melted chocolate.

Back at School• Create a Crystal painting - mix all the colours of the

amethyst and paint your impression of the crystals on to black sugar paper. add a sprinking of glitter.

Teachers questions • Do you know what the sculpture is made of?• How many different colours can you see in the

crystals?• Can you name different colours of purple?• find your favourite bit of crystal - describe why

it is your favourite part.• Where do you think the crystal has come

from?• Why do you think the artist made this

underground?• What special volcanic rock lines the

mouth of the cube? What colour is it?

Activities• explore the sculpture, walk down into the

underground grotto, how many steps to the bottom?

• Walk around the path above the sculpture and look down into it – how does it look from this view?

• brought your sketching pad with you? Choose your favourite crystal to draw. look at the different 3D shapes that this crystal is made from.

• Write about how being in the crystal cave makes you feel?

imPortaNt HealtH aND Safety GuiDaNCethe stairs down into the the light Pours out of me can be slippy when wet.

take Care.

Andy Goldsworthy, Stone Coppice, 2009

LEARNING

Andy GoldsworthyStone Coppice, 2009 • Coppiced trees are cut when they are very young which makes them

sprout up multiple trunks, thus making these baskets which the rocks sit in.

• the stones come from a local quarry, some weigh betwen 2-4 tons. there are 56 stones nested into the coppiced trees.

• this sculpture is alive and no one knows how it will change over time. Will the stones be ejected by the trees, crushed or raised up as the tree grows?

• andy Goldsworthy made a series of interrelated sculptures for Jupiter, inc. Stone House - bonnington, Coppice room and Clay tree Wall.

• badgers live in this wood – watch out for their holes – they sleep in the daytime so we have never seen them!

Back at School• look at images of andy Goldsworthy’s temporary works

made out of natural materials like leaves, twigs, stones, ice. make your own natural sculpture in the school playground.

Teachers questions • What is unusal about the shape of the trees?• How many trees can you see with stones in

them?• What does it make you think has happened

here?• How do you think the tree feels?• How would it look in different seasons –

with no leaves, with leaves and ferns, with snow, in the rain?

• How do you think the stones got into the trees?

• What do you think will happen to the stone as the tree grows?

Activities• look at the different stones - decide what

you think will happen to each one as the tree grows.

• Can you find any stones that used to be in a tree? find which tree you think they came from - what do you think happened?

• brought your sketching pads with you? Sketch the trees holding the stones.

• andy Goldsworthy’s work is often about balance. Create a balancing stone sculpture - how many stones can you get to balance on top of each other?

imPortaNt HealtH aND Safety GuiDaNCeStone Coppice is located in badger Wood, be careful as there may be holes and

burrows underfoot.

Tania Kovats, rivers, 2012

LEARNING

Tania KovatsRivers, 2012 • Within the boathouse you will find a collection of river water

gathered from 100 uK rivers, written on the wooden board outside.• the artist travelled around the uK collecting the water herself.• She feels like the collection of water connects the rivers to each

other as all they are held together. the water holds the memory of the place it came from.

• the rivers installation has to be taken inside during winter to prevent the water freezing and breaking the glass bottles.

• in 2014 tania Kovats’ exhibition titled oceans at the fruitmarket Gallery featured a new installation, all the Seas, where participants had sent in samples of water from seas around the world.

Back at School• Go on a journey - collect samples of water - from ponds,

rivers, where rainwater has collected - arrange and display your samples of water. Draw a pictorial map of your journey.

Teachers questions • read the 100 names on the board outside the

boathouse - what are they a list of?• Describe the colour of the water in the pond.• Why is the water in the bottles all the same

colour?• How can you travel on or in water?• What is the journey of the river?• What natural life might you find in a river?• What do you think happens to the river

samples in winter?• What do the bottles the river water is held in

remind you of?

Activities• look at the board outside – do you

recognise the names of any of these rivers? Have you been there?

• Do you have any special memories of a river? Can you visualise it? Write and draw your memories of the river.

• How is the widllife down at the pond different to the rest of the artland? Spot any different creatures or plants.

• Pick one of the bottles - imagine where the water has come from. Can you draw a picture or write about its journey.

imPortaNt HealtH aND Safety GuiDaNCeDuring wet weather the wooden boardwalks around the pond area can be

extremely slipply - please take care.

Peter Liversidge, Signpost to Jupiter, 2009

LEARNING

Peter Liversidge Signpost to Jupiter, 2009 • this sculpture is one of artist Peter liversidge’s Jupiter Proposals.

there were 134 in total. 6 have been enacted at Jupiter. • a proposal is an idea of something the artist could make or do at

Jupiter artland. • they range from “i propose to vanish into thin air” – which has not

been done - to “i propose to install a sign at Jupiter artland...on the sign would be the following information: JuPiter-893 million to 964 million kilometers”. this was the distance to the planet Jupiter, and as the planet is orbiting the distance varies.

• the framed letters he wrote to make the proposals can be found in the Steadings area café which is called the Proposals room. He also turned the proposals into a book.

Back at School• make your own signposts at school to your houses - find out

the distance and make them point in the right direction.

Teachers questions • What is Jupiter?• Why is the signpost pointing upwards?• Why are there two different distances on the

sign? • Jupiter is the name for a classical god too –

do you know what he is the god of? Do you know any other classical gods?

• Can you name the other planets in the solar system?

Activities• Have you found the other Proposals in

the Proposals room - hunt them out and try and find the proposal that relates to the Signpost to Jupiter. read out loud the other proposals - pick a favourite.

• Draw a picture of a spaceship launching from the field next to the signpost.

• What would the planet Jupiter look like when you got there? Draw a picture or write a story about what it would be like on the planet Jupiter.

Henry Castle, Hare Hill, 2012

LEARNING

Henry CastleHare Hill, 2012 • Hare Hill is a replica of a World War ii German bomb dropped on this

site in 1943.• the plane that dropped the bomb then crashed in fog into a hill

called Hare Hill located in the Pentlands.• you can see the hill in the distance – it is 5 miles away in the gap

between the two hills.• the artist made two bronze replica planes, one on the wall here and

one buried next to the crash site which still has visible debris – much of which is rubber. the coordinates written on the wall here indicate the location of the crash site on Hare Hill.

• Deceptively, the replica bomb is made of rubber.

Back at School• look up and research the Hare Hill crash site.• Can you write a story about the 2 men in the plane that

crashed - how do you think they were feeling?

Teachers questions • Have a look good at the sculpture? What do

you think the numbers are on the wall next to the model plane?

• What is the replica plane made out of?• What is the replica bomb made of?• Why do you think the artist choose to use

rubber to make the bomb?• What can you see in the distance?• Why do you think the sculpture has been

placed in this site?• the base of the bomb is made of granite.

What does it feel like?

Activities • What other things might you find under the

ground? think of other things that might be buried under the ground that would tell a story from long ago.

• look to the distance past the bomb - Hare Hill is one of the Pentland Hills you see in your view. imagine how long it would take you to walk there.

• Write a story or role play about the plane crash event. Who do you think the pilots were? What were there names and how do you think they were feeling?

Marc Quinn, love bomb, 2006

LEARNING

Marc QuinnLovebomb, 2006 • the love bomb sculpture is 12 metres high by 7 metres wide.• it is made of a stainless steel painted metal structure with laser

printed vinyl.• marc Quinn said he wanted the viewer to feel overwhelmed, like how

an insect might feel when looking up at it. • there are 9 orchid heads that make up the sculpture – all different

species of orchid.• the artist is considering the way that humans manipulate nature to

make it as they want it and the implications of this, as in the case of genetically modified crops.

• ‘love bomb’ is part of Garden (2000), a walk through installations of flowers frozen ‘forever’.

Back at School• Draw/paint a giant love bomb picture. using any sketches

from your visit create a large colourful painting of the love bomb - include any faces you think you spotted.

Teachers questions • How does it make you feel when you are close

up to it, standing underneath it?• How tall do you think it is?• What do you think it is made out of?• Why do you think the artist make it so big?• Do you know what type of flower the sculpture

is?• How many orchid heads can you spot?• Can you see any faces when you look at it?• Does the flower look natural? What is

unnatural about it? Size? Colours? materials?

Activities • observe the love bomb from different

positions - beneath it, from the road with the circle, from behind it. What are the differences seeing it from both positions?

• Count the heads.• brought your sketchpads with you? Draw

the sculpture• Some people think that close up the love

bomb heads look quite monstrous - can you spot any faces in the love bomb? Can you draw a picture or write a story about the different flower faces/monsters?

Cornelia Parker, Nocturne – a moon landing, 2009

LEARNING

Cornelia Parker Nocturne – a Moon Landing, 2009 • this plaque marks the spot where an artist’s intervention/event took

place.• the event marked the opening of Jupiter artland for the first time on

the 9th may 2009. it was the night of a full moon. on this event this artist designed a firework display.

• She was inspired by Debussy’s Nocturnes (music) and Whistler’s painting Nocturne in black and Gold a falling rocket .

• the artist placed a fragment of moon rock into one of the firework rockets.

• this was exploded over the fields just around this place thus leaving tiny fragments of moon rock here forever.

Back at School• Create firework paintings inspired by the Jupiter artland

firework display - splatter your paint over black paper. What will you use to represent the piece of moon rock?

Teachers questions • What do they think the sign is telling you

about?• What might have happened here?• What do you think a piece of moon rock might

look like?• What is a full moon? What would the light be

like here with a full moon?• Plaques are often placed to tell you about

something important that happened at a place. Where else do you find plaques and signs?

Activities• tell them about the firework with a

fragment of moon rock in it – if they walk around in this area they are probably walking on the moon! Go on hunt and see if you can find anything that looks like moon rock - what might it look like?

• brought your sketchpads with you? Draw a picture of what you think it might be like on the moon - do you think anyone lives there? What might they look like if they live on the moon?

Andy Goldsworthy, Coppice room, 2012

LEARNING

Andy Goldsworthy Coppice Room, 2012 • the Coppice room is made from tree limbs cut out of the wood

where the Stone Coppice installation is located.• the trees get closer together as you go towards the back making it

feel as though they go on forever.• it is like a maze as there are only a couple of ways through to the

back of the room which you have to find.• Coppice room is part of a series of works that andy Goldsworthy

made for Jupiter artland. all the artworks are about the relationship between stone and wood in nature.

• Coppice room and Stonehouse bonnington are both rooms filled with nature - where the outside is inside.

Back at School• andy Goldsworthy only makes sculptures out of natural

materials. Collect sticks and twigs and make a sculpture out of them. try making a nest or a dome shape.

Teachers questions • best to do activity first so children can respond

to the experience.• What does it feel like to go into the dark and

only work with touch? What other senses can you use?

• Why did the artist want to make you feel like that?

• What does it smell like in there – does the sense of smell get heightened when you cannot see?

• Were you able to find the back?• How did you feel when you were inside?

Activities• in groups of up to 6 try to get to the back

of the Coppice room.• Work together as there are only a couple

of ways to get right through so you need to coordinate.

• Write a story about where the neverending wood might go to - who might you find in the wood? or is it a portal to another land like in the lion, the Witch and the Wardrobe - what will this land be like? Write about it and add pictures.

imPortaNt HealtH aND Safety GuiDaNCeonly enter in groups of 6. Watch out you don’t bump your face as trees get closer

together and it is dark. leave backpacks outside before entering.

Peter Liversidge, 134 Proposals, 2009

LEARNING

Peter Liversidge134 Proposals, 2009 • Peter liversidge made 134 proposals to robert and Nicky Wilson

(Jupiter’s owners) over 2 months, December 2008 to January 2009.• these Proposals were a series of ideas of artworks, interventions or

events that could take place at Jupiter artland.• the artist typed them with an old fashioned typewriter at his kitchen

table and posted them to the Wilsons at Jupiter artland.• one of the proposals was to frame and display all the letters which

you can see displayed in the cafe.• Jupiter has enacted 6 of the Proposals since 2009 - one of them

was to install a ‘Signpost to Jupiter’ with the distance to the planet Jupiter - which you can find situated in the artland.

Back at School• Write your own series of proposals - post them back to the

Jupiter artland education team.• re-enact one of your favourite proposals.

Teachers questions

• How many proposals did the artist make?• Why are there folds in the framed paper?• What equipment do you think Peter liversidge

used to write out his proposals?• read the different proposals - can you identify

ones that you think could be enacted and ones that are so bizarre it wouldn’t be possible to enact them?

• Have you seen any of the proposals enacted out around Jupiter artland?

Activities • Have a good read of all the proposals -

each choose your favourite one and read it out loud.

• Write your own proposal of something you would like to do or make at Jupiter.

• find the proposal where Peter liversidge talks of writing stories about an imagined group of people called the Jovians (from planet Jupiter) who lived at Jupiter artland. look for clues of their inhabitance as you tour Jupiter artland. Draw a picture of what a Jovian may look like.

Find out more at:

www.jupiterartland.org/learningor

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e: educationfoundation@jupiterartland.org | t: 01506 889900