Wondermind - Play games and explore the science of your brain | Tate http://wondermind.tate.org.uk Thu, 14 Mar 2013 04:31:10 +0000 en hourly 1 http://wordpress.org/?v=3.2.1 Wondermind – curriculum links – KS2 | Tate http://wondermind.tate.org.uk/wondermind-curriculum-links-ks2/ http://wondermind.tate.org.uk/wondermind-curriculum-links-ks2/#comments Mon, 04 Feb 2013 15:34:04 +0000 Sharna Jackson http://wondermind.tate.org.uk/?p=1735 Continue reading this article]]> Wondermind supports Art and Design, Science and ICT curricula at KS2.

Art and Design

Knowledge, skills and understanding

Evaluating and developing work

3. Pupils should be taught to:
a. compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them
b. adapt their work according to their views and describe how they might develop it further.

Knowledge and understanding

4. Pupils should be taught about:
a. visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes
b. materials and processes used in art, craft and design and how these can be matched to ideas and intentions
c. the roles and purposes of artists, craftspeople and designers working in different times and cultures [for example, Western Europe and the wider world].

Breadth of study

5. During the key stage, pupils should be taught the knowledge, skills and understanding through:
a. exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments]
d. investigating art, craft and design in the locality and in a variety of genres, styles and traditions [for example, in original and reproduction form, during visits to museums, galleries and sites, on the internet].

Science

Sc2 Life processes and living things

Knowledge, skills and understanding

Life processes

1. Pupils should be taught:
a. that the life processes common to humans and other animals include nutrition, movement, growth and reproduction

Humans and other animals

2. Pupils should be taught:

Nutrition

b. about the need for food for activity and growth, and about the importance of an adequate and varied diet for health

Movement

e. that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move

Growth and reproduction

f. about the main stages of the human life cycle

ICT

Knowledge, skills and understanding

Finding things out

1. Pupils should be taught:
a. to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-ROM, using printed material, asking people]
b. how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]
c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

Developing ideas and making things happen

2. Pupils should be taught:
c. to use simulations and explore models in order to answer ‘What if … ?’ questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships [for example, simulation software, spreadsheet models].

Breadth of study

5. During the key stage, pupils should be taught the knowledge, skills and understanding through:
c. investigating and comparing the uses of ICT inside and outside school.

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Wondermind – curriculum links – KS3 | Tate http://wondermind.tate.org.uk/wondermind-curriculum-links-ks3/ http://wondermind.tate.org.uk/wondermind-curriculum-links-ks3/#comments Mon, 04 Feb 2013 15:14:01 +0000 Sharna Jackson http://wondermind.tate.org.uk/?p=1741 Continue reading this article]]> Wondermind supports Art and Design and Science curricula at KS3.

Art and Design

Key concepts

1.1 Creativity

b. Exploring and experimenting with ideas, materials, tools and techniques.
c. Taking risks and learning from mistakes.

1.2 Competence

a. Investigating, analysing, designing, making, reflecting and evaluating effectively.

1.3 Cultural understanding

a. Engaging with a range of images and artefacts from different contexts, recognising the varied characteristics of different cultures and using them to inform their creating and making.

1.4 Critical understanding

a. Exploring visual, tactile and other sensory qualities of their own and others’ work.
b. Engaging with ideas, images and artefacts, and identifying how values and meanings are conveyed.

Science

Key concepts

1.1 Scientific thinking

a. using scientific ideas and models to explain phenomena and developing them creatively to generate and test theories

1.2 Applications and implications of science

b. examining the ethical and moral implications of using and applying science.

1.3 Cultural understanding

a. recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.

Range and content

3.3 Organisms, behaviour and health

a. life processes are supported by the organisation of cells into tissues, organs and body systems
b. the human reproductive cycle includes adolescence, fertilisation and foetal development
c. conception, growth, development, behaviour and health can be affected by diet, drugs and disease
d. all living things show variation, can be classified and are interdependent, interacting with each other and their environment
e. behaviour is influenced by internal and external factors and can be investigated and measured.

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What does ‘wonder’ mean to you? | Tate http://wondermind.tate.org.uk/what-does-%e2%80%98wonder%e2%80%99-mean-to-you/ http://wondermind.tate.org.uk/what-does-%e2%80%98wonder%e2%80%99-mean-to-you/#comments Thu, 17 Nov 2011 11:03:56 +0000 Abigail Christenson http://wondermind.tate.org.uk/?p=1631 Continue reading this article]]> The 17th century French philosopher René Descartes believed that wonder is the first, most basic, of people’s passions (today we might call the passions ‘emotions’). Descartes also believed wonder is the base from which all learning starts. Many scientists and mathematicians still believe this. Wonder leads to new knowledge; wonder leads to searches for discoveries.

Wonder might be the start of something new.

What do you think?

What about wonder and art? I wonder, what would happen if artists stopped wondering?

What would happen to you – and to the world – if scientists and artists no longer wondered?

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I wonder what inspires Michelle Stuart? | Tate http://wondermind.tate.org.uk/i-wonder-what-inspires-michelle-stuart/ http://wondermind.tate.org.uk/i-wonder-what-inspires-michelle-stuart/#comments Mon, 14 Nov 2011 12:07:13 +0000 Abigail Christenson http://wondermind.tate.org.uk/?p=1493 Continue reading this article]]> We went to Hope Primary, St Aloysius Catholic Primary and Westvale Primary schools in Knowsley and Liverpool to find out what children like you thought about some of the artists in the Alice in Wonderland exhibition at Tate Liverpool. Here are Michelle Stuart’s answers to the children’s questions.

How does it feel to be an artist?
Being creative is a gift that you give yourself and the the gift is forever fulfilling.

Did you always want to be an artist?
I always wanted to be an artist, and never seriously considered anything else.

Who or what is your inspiration?
As for inspiration I assume that the question means – at the beginning – who was my inspiration?….I do not remember specifically…probably my mother who was quite creative and both my parents who fostered my creativity.

How do you get you ideas?
As for how I get my ideas I think that there are always life-long ideas that keep returning to an artist, but also along the way everything sparks ideas, with me it is, or has been, books and literature, but it could be anything, simply a vista that is strange or in some way compelling. Of course Alice in Wonderland is that kind of book, both compelling and mysterious.

  • The Other Side of the Glass, 2010
  • Michelle Stuart
  • Michelle Stuart and Leslie Tonkonow Artworks and Projects

Do you ever get frustrated if you imagine something but can’t make it?
As for frustration, I actually embrace it, frustration is a powerful force.
Frustration challenges the person to seek a solution and that is very engaging. Looking for solutions is the most interesting part of life. It is the same as the journey is more than the destination.

Do you listen to music while you work?
Yes, I listen to music while I work, but not always, when I am really thinking about a solution I prefer silence.

If you visit the exhibition, we’d love to hear what you think about Michelle Stuart’s artworks. Let us know in the comments!

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Is Seeing Believing? Wondermind Learning Resource | Tate http://wondermind.tate.org.uk/is-seeing-believing-learning-resource/ http://wondermind.tate.org.uk/is-seeing-believing-learning-resource/#comments Thu, 10 Nov 2011 15:05:36 +0000 Abigail Christenson http://wondermind.tate.org.uk/?p=1445 Continue reading this article]]> We went to Hope Primary, St Aloysius Catholic Primary and Westvale Primary schools in Knowsley, near Liverpool. The children we met had fun playing visual perception games, talking about wonder and imagination, and they drew pictures of themselves without looking. They covered their paper and hands with their jumpers, and the results were amazing. You could try this at home and in the classroom!

Classroom & Gallery Resources

Artist educator Antony Hall has created these resources that include the fantastic experiments in the video above, and a different pack for using in the gallery. We’d love to hear about any results you find, so please leave us a comment!

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How do people and things connect? | Tate http://wondermind.tate.org.uk/how-do-people-and-things-connect/ http://wondermind.tate.org.uk/how-do-people-and-things-connect/#comments Tue, 08 Nov 2011 17:26:34 +0000 Hannah Flynn http://wondermind.tate.org.uk/?p=689 Continue reading this article]]> Paul Neagu, 'Ceramic Skull,' 1973

  • Ceramic Skull, 1973
  • Paul Neagu
  • © The estate of Paul Neagu

Paul Neagu is interested in how people and things connect. He thought a lot about how things can be separate from one another but still connected at the same time – like the areas in the adult brain that deal with different functions. He was interested in these kinds of connections from the smallest, molecular level to the universal. He often constructed his works in a cellular form, meaning that they are made up of lots of individual compartments or units that link together somehow. The cellular construction of his works – such as this one, ‘Ceramic Skull’ – show visually the way we automatically keep things in different compartments in our mind.

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The wonder of looking at art | Tate http://wondermind.tate.org.uk/i-wonder-2/ http://wondermind.tate.org.uk/i-wonder-2/#comments Thu, 03 Nov 2011 17:59:02 +0000 Abigail Christenson http://wondermind.tate.org.uk/?p=957 Continue reading this article]]> The wonder of looking at art

When something catches your attention, you might become delighted or perhaps puzzled. You might stop to think about what you see because it stands out. Perhaps what you see is unfamiliar to you, and you begin to wonder. When you look at a work of art you have never seen before, you might wonder about what you are seeing and experiencing.

We wanted to know what children like you thought about some of the art works in the Alice in Wonderland exhibition at Tate Liverpool. Here are all the different questions they were inspired to ask the artists…

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Are you inspired by Wondermind? | Tate http://wondermind.tate.org.uk/has-wondermind-inspired-you/ http://wondermind.tate.org.uk/has-wondermind-inspired-you/#comments Thu, 03 Nov 2011 17:15:17 +0000 Dean Jackson http://wondermind.tate.org.uk/?p=637 Continue reading this article]]> I was inspired to re-create the wonderful Wondermind illustration as a collage made up of the artwork in Tate’s collection. I had quite the challenge on my hands to find the right balance between capturing the likeness of the wonder-brain whilst making the gallery pieces visible.

I began by sketching out the brain and working on each section individually.
The Wondermind illustrator did a tremendous job in capturing the rich and bold environments that comprised Alice’s Wonderland, and I really wanted to bring that vibrancy to my collage. After carefully choosing pieces of artwork I was left feeling slightly underwhelmed, as they looked a bit muted and subdued in tone compared to the lively colours that I wanted to use.


So I decided to put a wash over every section of the collage. I lowered the transparency of the assorted images and simply dropped my preferred colours on top using an art program on my computer.


This did make my collage look more like the original Wondermind illustration but I felt like I had maybe changed the artworks too much; I really wanted people to be able to tell that they were from Tate. This stage was pivotal in the process of making this collage. I looked again at the pieces I had chosen, changed my mind, and decided to position the art differently. Instead of choosing two to three pieces per section I was using ten to twelve. This made the collage look more like an environment then an illustration; completely bursting at the seams with Tate’s artwork.


In the end, I didn’t quite get the colours that were in the original wonder-brain illustration but sometimes the art you’re making can change a lot while you’re making it. Now my collage has an entirely new identity of its own. It looks more like a hand-made collage, and is a wonderful mixture of art and the brain!

We would love to see any artwork, stories, photographs, sketches, ASCII art or music that has been inspired by Wondermind. Put them in the comments and we’ll share them on the site!

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I wonder what inspires Annelies Štrba? | Tate http://wondermind.tate.org.uk/i-wonder-what-inspires-annelies-strba/ http://wondermind.tate.org.uk/i-wonder-what-inspires-annelies-strba/#comments Thu, 03 Nov 2011 16:53:03 +0000 Abigail Christenson http://wondermind.tate.org.uk/?p=685 Continue reading this article]]> We went to Hope Primary, St Aloysius Catholic Primary and Westvale Primary schools in Knowsley and Liverpool to find out what children like you thought about some of the artists in the Alice in Wonderland exhibition at Tate Liverpool. Here are Annelies Štrba’s answers to the children’s questions.

What is your inspiration for taking photographs?
My inspirations are memories, dreams, stories, my fantasy and also my daughters and granddaughter, who are my most often motivs. I would like to express something with my pictures, what you cannot say with words. Things which you can only feel and then see (or the other way around).

How do you make illusions?
This is a beautiful question but very difficult to answer. I think I do not make illusions. Illusions happen when the viewer is open to seeing them. The different visual pictures in my photographs create illusions, but the illusions only become alive when you are open to go inside the motives in your mind.

How do you set the scene?
I am not really thinking or caring about the scene setting. I use what is already there – nature, interiors of rooms. I wait for environments, which do something with me inside and they are then the places, which I choose for taking pictures.

  • Nyima 405, 2009
  • Annelies Štrba
  • Courtesy of the artist and Frith Street Gallery, London

I wonder why the girl is lying down. Why is she?     
I would like the viewer to get active in front of the pictures. When the girl lies down you can go into the figure in your mind, into her dreams, and from there something wonderful will come back from the figure to you. Therefore the picture, the lying girls and you must be very calm for this. You must be concentrated and very open at the same time.

Annalies Strba, 'Nyima 438' , 2009

  • Nyima 438, 2009
  • Annelies Štrba
  • Courtesy of the artist and Frith Street Gallery, London

When you make your work how do you make it look like real life?     
I do not know how I make it! But I am working on the pictures until they look real for me.

Why do you take photos and make videos instead of drawing or painting?  
I am not a painter and not a drawer! Taking pictures with my cameras, still or moving pictures, is the most natural act for me. After I took them I turn them in to paintings. I am a new painter – without oil colour but with digital colour.

  • Nyima 445, 2009
  • Annelies Štrba
  • Courtesy of the artist and Frith Street Gallery, London

Can you draw any of your photographs?
No I don’t draw! It is important for me that the moment when I took the picture was real! When I would re-draw them with a pencil or so they would loose their magic for me. They are real as photographs. The word “Photo-graphy” means “drawing with light”. That is what I do: I draw with light.

If you visit the exhibition, we’d love to hear what you think about Annelies Štrba’s artworks. Let us know in the comments!

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I wonder what inspires Samantha Sweeting? | Tate http://wondermind.tate.org.uk/i-wonder-what-inspires-samantha-sweeting/ http://wondermind.tate.org.uk/i-wonder-what-inspires-samantha-sweeting/#comments Thu, 03 Nov 2011 16:48:58 +0000 Abigail Christenson http://wondermind.tate.org.uk/?p=681 Continue reading this article]]> We went to Hope Primary, St Aloysius Catholic Primary and Westvale Primary schools in Knowsley and Liverpool to find out what children like you thought about some of the artists in the Alice in Wonderland exhibition at Tate Liverpool. Here are Samantha Sweeting’s answers to the children’s questions.

What is your inspiration for your work?
I am interested in the cycles of life and death and the repetitive nature of storytelling, explored through myth, memory, dreams and fairytales. I am also inspired by where I live and the relationships and conversations I share with people.

  • Run Rabbit, Run Rabbit, Run Run Run, 2007 (video, duration: 2 mins)
  • Samantha Sweeting
  • Courtesy of the artist

How do you set the scene?
I often work at home or in other domestic settings, where the scene is already set and I am part of it. If I am presenting in a gallery or another external context, I like to re-create a similar atmosphere by introducing key elements that are important to me, for example taking my bed into the gallery and inviting people to lie in it.

I wonder why you have chosen a RABBIT/hare?
I like that such a familiar animal can also be magical. Rabbits symbolise re-birth and trickery, which is apt as I am re-animating the rabbit in my video. Like the White Rabbit, he is constantly running to escape time and death.

I wonder if the rabbit/hare in your work is alive?
I found the rabbit dead on a Devonshire lane and wanted to give it a proper burial. So I carried him to Wistman’s Wood on Dartmoor, where my friend Soriah was performing a Tuvan throat singing ritual. I started playing with the rabbit like a marionette and was mesmerised by the fluidity of the running movement. The video has given him eternal life.

When you make your work how do you make it look like real life?
It is real life! Just a stripped back and emotionally-heightened portrayal of it. I look for enchantment in the everyday.

Why do you take photos instead of drawing or painting?
There is something melancholic in the desire to contain life in an image, which appeals to me. I like that photographic images can be seen as both documents of reality and as fiction. I write a lot too, which shares a similar intimacy with drawing.

If you visit the exhibition, we’d love to hear what you think about Samantha Sweeting’s works in the comments…

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