In our absence…….

In our absence…….

In our absence…….

In our absence…….

In our absence…….

In our absence…….

In our absence…….

In our absence…….

In our absence…….

In our absence…….

1A) Here we see Anne-Marie Quinn speaking to a group of year 8 pupils. She is standing in front of her sculpture “Bella’s Wardrobe”. This piece of work was inspired by a phase in her daughters life, when Bella’s transition from child to adult was symbolised by the abandonment of her childhood wardrobe. The wardrobe in fact became a metaphor for Bella’s ‘rites of passage’. Its removal and subsequent dismantlement held significance for both mother and daughter as both tried to come to terms with a shift within their relationship. The dismantled and collaged wardrobe symbolised Anne-Maries’ “letting go” and Bella’s “butterfly like” metamorphasis.

1B) A detail of ‘Bella’s Wardrobe’ as displayed in the gallery space of one of the art rooms. The suspended wooden elements are recognisable as parts of the door, back and frame. The components have been collaged with drawings and materials that have significance to Anne-Marie’s relationship with her daughter. Drawings of hands are important as they symbolise feelings of love and protection whilst images of butterflies imply growth and freedom. Through this work pupils were introduced to the power of artistic metaphor and symbolism.

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2A) Anne-Marie admires the work of the Colombian born artist Doris Salcedo and enthuses about an exhibition of the artists work that was shown at Liverpool’s Anglican Cathedral in 2001. Here we see a ‘context wall’ that shows reproductions of Salcedo’s furniture pieces – alongside the images a selection of words have been displayed to help pupils engage with the artist’s sculptures. Salcedo’s work speaks poignantly about the strife of civil war in her country; her concrete filled furniture sculptures stand as testaments to the lives of the many missing, murdered as displaced people of Columbia. Salcedo says:- “...it is not only my own experiences that count; the experiences of the victims of violence I have interviewed is an essential part of my work. Thus my work is the product of many peoples experiences ”

2B) In the adjacent art room, pupils were introduced to aspects of the theme using a wider context. A variety of short narratives were introduced focussing on the experiences of children in times of War. Stories gleaned from an exhibition at the newly opened Imperial war Museum of the North as well as the famed story of Anne Frank were used. Pupils were asked to respond empathetically to provide words (see white board) which could be used later in ‘word streams’ that would have personal significance to each individual.

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3A). Here we see the first stage of the pupils “bringing their wood back to life”. Although the timber was now dead wood, it was once a living, breathing life form. Anne-Marie had spoken about threads and roots that bind families and memories together, these timber staffs also having been part of a tree with roots, having histories. They used brusho inks to stain the wood painting and wiping the colour all over. The pupils chose their colours symbolically, for example red to symbolise bloodshed, green to represent new life and new beginnings or peace. The brusho ink had a translucent quality which meant that although the wood was being stained none of the original qualities were being hidden. This technique ensured that the grain in the wood was highlighted and accentuated.

3B). Following on from the classroom activity to widen context, the pupils had created “word streams” by writing on bandage or ribbon. Their words were written individually to articulate their feelings about exile, civil war and related issues. Their choice of material was symbolic, thinking about the opposite functions that bandages and ribbons have. Bandages represented hurt, loss, healing and protecting, ribbons were thought of as more hopeful, being associated with ceremony, victory, medals and happier times. The bandages and ribbons were used to wrap and bind the wood, therefore beginning the first process of protecting essentially private feelings and thoughts.

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4A) Here we see hands from three pupils working co-operatively and in close proximity on a selection of timber (later to be called by one pupil a ‘staff’ - “staff of life”) this image gives us a great deal of pleasure as it clearly addresses one important aim of the project – that being all Year 8 pupils should be involved in this major project and for them to work side by side in harmony and with a common purpose.

4B) A detailed view of one of the ‘staffs’ – here can be seen a copy of one of the pupil’s birth certificate. This being one among many personally ‘sourced objects’ provided by pupils, parents and grandparents. Pupils skilfully included ‘special’ items into the layering of the surfaces of their ‘staffs’ each material, object, colour, word and method of attachment having a meaning within thewhole meaning. The pupils were eager and open to new ideas of how to work experimentally with the materials and process. They were articulate in their explanations of why they had worked in specific ways. (see pupils statements)

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5A). In pairs, the pupils wrapped, tied, knotted and glued their artefacts onto their staffs. They were relating closely to Anne-Marie’s work where she had spoken about wrapping and protecting chosen objects and images. On “Bella’s Wardrobe”, Anne-Marie had layered images and in some places only she knows what is actually there hidden under protective layers. They plaited, tied and knotted different coloured materials, entwining feelings and thoughts together. This act representing a bringing together of what had initially been an individual and private act when creating their “word streams” to joining and sharing ideas. Symbolising a joining together of different people to work and live together in peace.

5B). Where the pupils had attached perhaps a treasured photograph or document they would often wrap something around it which symbolised a way of keeping this memory intact, it’s importance enhanced by this very act. They related well to Anne-Marie’s work and understood that some things are very private and precious. Some of their own artefacts and words became hidden under wrapped and protected layers. This represents life and the plethora of memories an individual accumulates throughout a lifetime. The very act of some things becoming hidden emphasised how important and private such things can be.

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6A). Here we see some pupils working on almost completed staffs. They had used a number of techniques including wrapping, binding, knotting, collage, painting and writing. Initially they had been working on small sections, now they had begun to look at the staff as a whole. Often each end of the staff represented different feelings, one end being despair, the other being hope and new beginnings.

6B). At this point of near completion the pupils could see the fruition of their work. They began to think of their staffs as a whole rather than a fragmentation of ideas. They could see how they had brought their pieces of timber back to life, by embellishing them symbolically with thoughts and memories from their own lives. Their wood now was telling a story, their stories, demonstrating their empathy for the exiled and victims of civil war.

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7A). Here we see the finished installation, each pair’s separate component joining together to create a very powerful and colourful whole. The staffs were both suspended from the ceiling and joined together in wig wam like freestanding structures. In their absence the pupils had left behind a moving visual statement of how they had demonstrated empathy for the subject matter.

7B). Their staffs once installed in this way were more powerful than anyone could have anticipated. Displayed like this their staffs now represented a forest of thoughts, feelings and individual stories. Collectively they symbolised both the fragility and power of human feeling. They had brought the wood back to life, their stories entwining and each one reaching out and empowering the rest, all the individual components now working as a whole.

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8A) Once installed their staffs symbolised a collective absence. The fragility and power of human feeling had become an encompassing idea. As an installation the staffs had become one statement, however each staff was personal to each pupil. By using a laptop and digital projector, images of the pupils were projected onto and above the staffs. Again the results far exceeded expectations, with huge imposing portraits towering over the work of others. From various angles the projections washed over the staffs like rippling water.

8B) The installation was first exhibited during the Year Eight Parents Evening. Parents were invited to view the work and meet Anne-Marie. Pupils and parents alike were delighted with the scale of the installation, the complex arrangement of colour, texture and symbolism. The installation was viewed from various angles and always revealed more thoughts and ideas of those people who are, “in our absence.”

In our absence…….

A joint project by Year 8 Lowton High School pupils

and Anne- Marie Quinn.