Oakville Galleries Elementary school programmes 2010-2011 French version of this brochure available/Version française disponible Our programmes What do we offer teachers and students? • Programmes in English and French for Kindergarten to Grade 12 designed by artists and educators in collaboration with consultants and teachers from Halton- and Peel-area school boards. • An exploration of contemporary art practices with links to modern and historical artworks in line with diverse Ontario curricula. • Customized programmes upon request. What are our programmes? In the classroom: Our in-class workshops are designed to expand students’ understanding of art and its relation- ship to the world they live in. At the Galleries: On-site programmes combine an exhibition tour with engaged discussions about art and allow for experimentation through hands-on activities. In the Gardens: These programmes explore the intersections of art, landscape and science on the shores of Lake Ontario. Special needs programmes: Contact us to design a programme custom-made for your group. Programmes for educators: These professional development programmes include tours and talks about Oakville Galleries’ exhibitions and programmes, while exploring pedagogical strategies for art production and engagement. What are our goals? • To cover entire curricular strands in Visual and Media Arts, Science and Technology, Social Studies, and Literacy and Languages (French and English). • To address the new Media Literacy curriculum. •To increase students’ knowledge of the arts by encouraging their technical and critical skills, as well as their expres- sive potential. • To invite students to use art as a means to connect with the world around them. • To enrich in-class art experiences. • To offer cultural and outdoor field trips. Our educational staff are second to none. Our team of animateurs are university-trained artists and educators. Their art practices range from video, photog- raphy, sculpture, and installation to printmaking, painting, drawing, bookbinding, and writing. For animateur profiles, see page 17. Our educational approach combines Looking, Discussing, Writing and Making • Looking & Discussing: Animateurs guide students through the discovery of an exhibition or artworks at Oakville Galleries or in the classroom. Students are encouraged to express and question what they see, think and feel. Using the students’ points of reference, animateurs lead participants towards an understanding of the exhibition and the artists’ approach, while emphasizing links between content and form, and artistic, historical and social contexts. • Writing & Making: A hands-on or writing experience complements the development of students’ proficiency in critically viewing and discussing art, while acquiring writing and/or technical skills. Art-making activities at Oakville Galleries or in the classroom involve techniques ranging from traditional (sculpting, drawing, painting) to contem- porary (video, performance, installation) using a variety of materials. 2 Table of Contents Page Programmes Grade Curriculum Links 4 Programmes in the classroom • You Are Here: Artist Trading Cards Grades 3 & 8 Visual Arts, Social Relationships • No-Kit Grades K–8 Visual Arts, Social Relationships, Language, Mathematics • Art Break: Lunch-hour and after-school programmes Grades 1–8 On request 8 Programmes at Oakville Galleries • Write Now: Let’s Write About Art Grades 6–8 Visual Arts, Literacy • Exhibition-based programmes: Guided tour and workshop Grades 1–8 Visual and Media Arts, Social Studies, Language 10 Programmes in the Gardens • Exploring Gairloch Gardens: Making Art with the Landscape Grades 1–8 Visual Arts, Science and Technology 12 Special Needs Programmes Grades 1–8 On request 13 Programmes for educators • Teacher’s night Grades 1–8 Open to all teachers • Teacher training Grades 1–8 On request 14 Calendar of exhibitions at Oakville Galleries 16 Artworks in Gairloch Gardens 17 Animateur profiles 18 How to register & programme fees 19 Registration form Oakville Galleries has two locations (school visits take place in Gairloch Gardens unless otherwise indicated): In Gairloch Gardens, 1306 Lakeshore Road East Oakville Galleries in Gairloch Gardens is located on the shore of Lake Ontario, 2 km east of downtown Oakville. To access the gallery, use the private driveway opposite Cairncroft Drive on the south side of Lakeshore Road East (just east of the public park- ing lot). The gallery is located in the large house at the end of the driveway. Our education studios are located at this site. At Centennial Square, 120 Navy Street Oakville Galleries at Centennial Square is located in downtown Oakville, in the same building as the Central Branch of the Oakville Public Library. Offices For information and registration 1306 Lakeshore Road East Emily Gove, Education Coordinator Oakville, Ontario L6J 1L6 905.844.4402, ext. 26 or email@example.com Tel: 905.844.4402 Fax: 905.844.7968 3 You Are Here: Artist Trading Cards A half-day in your classroom Grade 3 Visual Arts, Social Studies Programme description You Are Here: Artist Trading Cards is a programme in one or two parts tailored to Grade 3 curricula. Students learn to look at their daily surroundings in new ways by identifying the characteristics of urban, suburban and rural communities. Students work both independently and collaboratively to create artworks using collage, assemblage, drawing, and large-scale instal- lation. Central to the programme is the creation of multiple miniature artworks called Artist Trading Cards. Part 2 of this pro- gramme engages students in a direct exploration of the environment at Oakville Galleries in Gairloch Gardens. Part 1 - In the classroom (half-day): Mapping Out Our Sense of Place • Students use simple materials such as colourful tape, stickers, string and ribbon to create a large-scale map that explores the characteristics of rural, urban and suburban environments. Progressing from collective to individual work, students consider their relationship to community and location on a new scale. • Students are then introduced to the idea of framing as a way to isolate specific areas of the map for more detailed consider- ation. They explore shapes and colours in an abstract way through cutting out a section of the map that interests them, then creating a personal set of trading cards inspired by the formal qualities of their map fragment. • Upon completion of their cards, students from all classes participating in the workshop gather to exchange them in a common area. Part 2 - At the Galleries (full day; optional): Traces and Stories of Gairloch Gardens and Scavenger Hunt • Using the site of Gairloch Gardens, students explore the environment through two different activities. First, they work on a series of miniature outdoor sketches that form the basis for creating another set of trading cards. Through these activities, the students develop their skills at describing characteristics such as colour, texture, weight and shape in both the environment and in works of art. • Next, students conduct further material research by gathering interesting objects from the gallery space, studio and gardens. They explore techniques of collage and mixed media by making a set of cards using their found materials. Learning goals This programme links Visual Arts and Social Studies curricula by exploring themes of identity and place. It also encourages interactions between classmates and classes. Guided by an animateur from Oakville Galleries, students are introduced to relevant examples of contemporary Canadian and international art and discuss techniques and strategies used by artists to explore identity and its relationship to place. When possible, we recommend having several classes per school participate in the programme at the same time to facilitate increased interaction through a group card exchange at the end of the workshop. Curriculum links You Are Here: Artist Trading Cards uses visual arts activities to explore the Grade 3 Social Studies curriculum. Students define characteristics of communities and develop a legend to identify map elements by noting variations in line, shape and texture of the materials used. Critical questions • What do urban, rural and suburban communities look like? How are they similar or different? • How do artists represent these characteristics? • What are the links between material and environment? You Are Here: Arist Trading Cards is a programme developed in collaboration with the Halton District School Board through Jane Wamsley, former Arts Consultant and Kim Wallace, former Social Studies Consultant. 4 You Are Here: Artist Trading Cards A half-day in your classroom Grade 8 Visual Arts, Social Studies Programme description You Are Here: Artist Trading Cards is a programme in one or two parts tailored to Grade 8 curricula. Students work both inde- pendently and collaboratively to create artworks using collage, assemblage, drawing and large-scale installation. Central to the programme is the creation of multiple miniature artworks called Artist Trading Cards. By setting up the potential of trading between classmates and other classrooms, the programme creates an extended venue for the exchange of ideas about place and identity. Part 1 - In the classroom (half-day): Re-Interpreting Canadian Identity • This activity leads students in an exploration of Canadian history/identity through art-making. Students are invited to ques- tion the contemporary relevance of iconic Canadian historical and landscape paintings. • Working in groups, students develop imagery that corresponds to their own experiences of Canada and create large-scale works that express their understanding of contemporary Canadian identity.Techniques such as drawing, tracing and collage are introduced, as well as the incorporation of layered reproductions of relevant artworks, newspaper clippings and other imagery. Part 2 – At the Galleries (full day; optional): Researching Family, Culture and Community (pre-visit homework) • Students research and collect material focusing on cultural communities, migration to and within Canada, as well as personal and family histories, and bring it with them to the Galleries. This research could include family photos, drawings, newspaper clippings, clothing, maps, and/or letters from relatives. Migrating Ideas • Inspired by contemporary Canadian artists who address questions of migration and family history, students create a diptych about their own history by combining images and text, exploring the potential to create new meaning. Students then incorpo- rate their collected materials to create a series of ArtistTrading Cards using appropriation and collage, typography and graffiti. Learning goals This programme links Visual Arts and Social Studies curricula by exploring themes of identity and place. It also creates inter- actions between classmates and classes. Guided by an animateur, students are introduced to relevant examples of contem- porary Canadian and international art, and discuss techniques and strategies used by contemporary artists to explore identity and its relationship to place. When possible, we recommend having several classes per school participate in the programme at the same time to facilitate increased interaction through a group card exchange at the end of the workshop. Curriculum links You Are Here: Artist Trading Cards uses visual arts activities to explore the Grade 8 Social Studies curriculum. Canadian Identity and Human Geography are the focus of the programme. Critical questions • What does it mean to be Canadian now? How has this changed since 1867? • How is this reflected in the Canadian landscape and the way it is represented in artworks? • How do you locate your personal family history in Canada? • What are the differences in the way that historical and contemporary artists represent identities and cultural shifts? You Are Here: Artist Trading Cards is a programme developed in collaboration with the Halton District School Board through Jane Wamsley, former Arts Consultant and Kim Wallace, former Social Studies Consultant. 5 No-Kit One or two classroom periods Kindergarten through Grade 8 Visual Arts, Language, Mathematics No-Kit was the recipient of the 2005 Ontario Association of Art Galleries Educator Award. Programme description Art is an activity that consists in producing relationships to the world through signs, forms, gestures or objects. - Nicolas Bourriaud, Relational Aesthetics, 2001. No-Kit is a series of modules encouraging students to look at the classroom as an object by isolating found shapes, colours and tex- tures. These modules include cooperative games and challenges that require conscientious observations and slight manipulations of the classroom’s material resources. The goal is to transform the usual understanding of the classroom environment. Gradually, the surroundings become an abstract geometric space filled with shapes and colours that are used to create both an art installation and a sculpture. The programme’s length can be tailored to best suit the students’ grade level and the school’s needs. Artworks explored during the programme include Corpus Callosum (2001), a video by Canadian artist Michael Snow; an “art recipe” by conceptual artist Alison Knowles, entitled Homage to Each Red Thing (1997); and paintings by the 16th-century Italian artist Giuseppe Arcimboldo. Learning goals No-Kit engages participants in new ways of thinking about and making art, and invites students to observe their immediate environ- ment more attentively. Unlike traditional approaches celebrating individual achievement and product output, expression is linked to improvisation and collaboration. The workshop breaks free from typical measures of artistic skill to promote adaptation and negotia- tion as motors for creativity. An animateur leads the session by emphasizing the students’ experience as the starting point of the learning process. The students play a large part in how the session progresses, so each project is unique. No-Kit is an ideal prelude for a full day of activities at Oakville Galleries, enabling students to transfer the critical reflection skills developed within the programme to an appreciation of contemporary art. Curriculum links Visual Arts, Literacy, Mathematics • Knowledge of Elements (Grades 1–4): By identifying the elements of design within a familiar environment, students discover and describe characteristics and values related to colour, line, shape, form, and texture. • Critical Thinking (Grades 4–8): Students explore the way elements of design are organized in a work of art to communicate feelings and to convey ideas. • Creative Work (Grades 1–8): Students express their creativity and solve artistic problems both individually and collectively, using contemporary art practices as a source of inspiration. • Measurement, Geometry and Spatial Sense (Grades K–4): Students explore the characteristics of a familiar geometric shape —the square— and devise their own strategies for measuring and drawing it with masking tape at varying scales. • Personal and Social Relationships (K): Students negotiate shared use of an unconventional drawing tool (masking tape) and drawing surface (the classroom floor) while creating a collaborative art installation. Critical questions • What is art? • Who is an artist? • How can art produce relationships to the world? 6 Art Break Lunch-hour & after-school programmes Grades 1 through 8 Introduce students and parents to the possibilities of receiving extracurricular art education! We bring the Galleries’ studio to your school once a week during lunch hour or after classes, and give kids the chance to make art out of everyday materials and objects. Alternately, get a group of interested students together and make Oakville Galleries your stop for after-school fun! Running in six-week sessions, students explore a range of techniques and materials relevant to a chosen theme. Gallery staff customize programmes to suit your school’s needs and interests, and supply all materials. Please contact us to inquire about past or potential programmes. Sample programme: Moving pictures This six week filmmaking programme invites participants to think about capturing movement in a new way. Students will learn traditional skills and new techniques that run the gamut from flipbooks to stop-motion animation while becoming acquainted with the history of moving pictures. Week 1 – Flip Out: Students are introduced to a simple technique that creates the illusion of movement: flipbooks! Week 2 – Break It Down: Students experiment with one of the earliest cinematic techniques—stop-motion animation— and discover how to make a shoe walk on its own. Week 3 – King Kong Meets Wallace & Gromit: Following a screening of famous and obscure works by artists and filmmak- ers who use stop-motion animation, students complete a series of brief animation assignments using themselves as characters. Week 4 – False Fronts: Students brainstorm ideas for small group animation projects, draw out storyboards for their shoot, and begin building props, characters and a set. Week 5 – Test Run: Students complete their props and set and practice shooting their animation. Week 6 – Stop! Go!: Students step behind the camera and set and make magic happen! 7 Write Now: Let’s Write About Art A full day at the Galleries Grades 6 through 8 Visual Arts, Literacy Write Now, part of the Addressing Oakville/Oakville Addresses project, was the recipient of the 2007 Ontario Association of Art Galleries Educator Award. Programme description Write Now: Let’s Write About Art is a programme designed for students in Grades 6 through 8 that combines aspects of Literacy (6 + 1 Traits of Writing) and Visual Arts curricula. Part 1 - Morning: Learn how to look and describe what you see, think and feel: Students engage in team-based guessing games using im- ages of artworks. Find your own voice: Using their own writing and articles by professional art critics, students compare and contrast dif- ferent approaches to writing about art (style, voice, content). Part 2 - Afternoon: Discovering an exhibition: Through a guided discussion with an animateur, students discover a contemporary art exhibi- tion and learn about the artistic, historical and social contexts behind the artworks.They are also introduced to the range of didactic materials that are an integral part of art exhibitions and consider how these may be of use to a critic. Art critique: Students write a review of the entire exhibition or of an artwork of their choice and then experiment with basic editing methods. Learning goals This programme encourages students to develop their art-viewing skills by articulating what they see in writing. While analyzing form and content, students learn different techniques to describe artworks with appropriate terminology and build a personal writing style and voice. Through the exploration of contemporary artworks, students discuss and write about aesthetic issues, as well as ideas related to current affairs and culture. Curriculum links Visual Arts and Literacy Critical questions • Why write about art? • Who creates the meaning of an artwork? Is it the artist, the curator, the viewer or the critic? • Do the artist’s intentions limit the meaning of the work? • How do you use an active voice in writing about art? • How do you inform, provoke and convey a message through writing? Write Now: Let’s Write About Art was developed in collaboration with Phil Davison, Literacy Consultant for the Halton District School Board. 8 Exhibition-based programmes A half-or full day at the Galleries Guided Tour Workshop Grades 1 through 8 Grades 1 through 8 Visual Arts, Media Arts, Social Studies, Language Visual Arts, Media Arts A half-day tour and discussion on any exhibition. See pag- A hands-on workshop offered in conjunction with a guided es 14-15 for exhibition calendar and descriptions. tour for a full day of activities at the Galleries. Programme description Programme description After encountering the exhibition independently, students Details of each exhibition-based workshop are available participate in a guided discussion with an animateur who upon request. See pages 14-15 for exhibition calendar and highlights the thematic, conceptual and formal qualities descriptions. of the work. The exhibition is contextualized within art his- tory and the works’ significance is analyzed in relation to Learning goals the students’ own experiences. Through this dialogue, stu- This programme engages students in the exploration of dents are engaged in the process of viewing and interpret- the properties of materials and principles of structure and ing art. composition, as well as the expressive potential of forms and shapes. Inspired by the themes of the current exhibi- Learning goals tion, as well as the artistic processes at play, students re- Students are encouraged to express what they see, think spond creatively to the artworks they have observed and and feel and to ask questions about what they don’t under- discussed as a group. Through sculpting, building, assem- stand or dislike. Using the students’ points of reference, bling, printing, drawing or otherwise creating, students the animateur leads participants towards an understand- learn to use a variety of materials and gain technical skills. ing of the exhibition and the artist’s approach, while em- phasizing links between content and form, and artistic, historical and social contexts. Curriculum links Curriculum links Visual Arts, Media Arts, Media Literacy, Social Studies, Visual Arts, Media Arts Language Critical questions Critical questions • How do we use materials and techniques to express ideas • What are we looking at? and feelings? • How does this artwork make you feel? • Does making art require talent? • What does this artwork make you think of? • Can process be just as important as product? • What is the artist trying to say? • What materials have been used and why? • How does the title affect your understanding of the piece? 9 Exploring Gairloch Gardens: Making Art with the Landscape A full day in the Gardens Grades 1 through 8 Visual Arts, Science and Technology Exploring Gairloch Gardens: Making Art with the Landscape was the recipient of the 2008 Ontario Association of Art Galleries Educator Award. Programme descriptions Each programme is comprised of a tour/discussion in Gairloch Gardens that explores its natural features and site- specific artworks, followed by a hands-on workshop chosen from among the four following options: Workshop 1 - Framing the Landscape Workshop 2 - Shelter and Structures Using Gairloch Gardens’ landscaping and artworks, stu- In the morning, a discovery walk through Gairloch Gar- dents explore principles of design such as point of view, dens allows students to observe and identify the differ- perspective, framing and composition. During the after- ences between human-made and natural constructions, noon workshop, students collaborate in small groups to and the different properties of these structures. They then build site-specific art in the gardens. Using masking tape collect organic materials from the gardens and, in groups, as a tool to “draw” directly on the landscape, they first build a shelter. In the afternoon, students work individu- emphasize a naturally enclosed space in the gardens and ally to create small models inspired by the techniques of then create a means to direct the eye to the surrounding both human and animal architects, using a variety of hu- landscape. man-made materials. Curriculum links Curriculum links Visual Arts: Knowledge of Elements, Creative Work Science and Technology (Grades 7 and 8) • Structures and Mechanisms: Everyday Structures (Grade 1) • Structures and Mechanisms: Stability (Grade 3) Critical questions • Structures and Mechanisms: Structural Strength and • Can we look at the landscape in the same way we look at Stability (Grade 7) images? • How can art respond to the social, historical and aesthetic Critical questions dimensions of a place? • How do humans and animals relate to the environment • How do the divisions in outdoor spaces affect the way we through built structures? navigate or look at our surroundings? • What are the differences between human-made and animal- • What is the relevance of the materials used in making made structures? artworks? • What are the differences between public and private, inside and outside? • How do different materials affect the making and meaning of artworks? 10 Exploring Gairloch Gardens: Making Art with the Landscape A full day in the Gardens Learning goals This series of workshops allows students to use Gairloch Gardens’ natural setting as an interdisciplinary laboratory. Working amongst Gairloch Gardens and the artworks installed therein (see p. 16), students engage in arts activities to explore aspects of Science and Technology curricula. Students use non-traditional materials to create artworks and are introduced to the concept of site-specific art while considering how art can transform the way we relate to our environ- ment. Workshop 3 - Air and Water Workshop 4 - Seasons and Weather Focusing on the innate power of air and water, students This programme leads students to observe changes in create artworks that reflect their explorations in Gairloch weather and seasons in the context of Gairloch Gardens. Gardens. They search for movement within the trees, lake, Walking through the gardens with sketchboards in hand, streams and sculptures, playing a series of drawing and they discover and record the colours, shapes, textures material games that emphasize this motion. They discov- and forms that are specific to the current season. During er and discuss works by artists who harness the energy the afternoon (and depending on the weather!) students found in air and water. During the afternoon, students cre- create an outdoor installation that transforms the current ate their own wind or water-powered artworks and test season into its opposite, or build an indoor room-sized them out in the gardens. weather system. Curriculum links Curriculum links Science and Technology Science and Technology • Energy and Control: Energy from Wind & Water (Grade 2) • Earth and Space Systems: Daily and Seasonal Cycles • Earth and Space Systems: Water Systems (Grade 5) (Grade 1) • Air and Water (Grade 2) • Earth and Space Systems: Weather/Changes of State • Matter and Materials: Properties of Air and Characteristics (Grade 5) (Grade 6) Critical questions Critical questions • What creative strategies do we have for adapting to our • What are the relationships between people and natural environment? forces? • Why do changes occur in nature and how can we train our • How can we harness the power of water or air to create eyes to see them? motion? • How does art have the potential to change the seasonal • How do artworks raise environmental questions and pro- landscape? pose solutions? 11 Special needs programmes Grades 1 through 8 Plan a unique project or series of workshops in collaboration with our animateurs and let your group experience the expressive potential of art, either in the classroom or at Oakville Galleries. Programmes are custom-designed to suit your group’s needs and interests. Our education studio is fully accessible and we supply all materials. Please contact us to develop a programme that will be both challenging and inspiring. Sample programmes: Developed for SALEP (Supervised Alternative Learning for Excused Pupils), Hamilton Week 1 - No-Kit: During this first session, participants are introduced to the concept of site-specific art and create installations and sculptural interventions in the classroom or schoolyard. Week 2 - Turbo-drawing: Participants have the opportunity to experiment with a variety of liberating techniques and styles in this fast-paced drawing workshop. Week 3 - Stop the motion: Inspired by the captivating power of moving images, participants shoot a short video using the tech- nique of stop-motion animation. Week 4 - Hardwear: For this session, participants define their personal style by making accessories and fashion items out of recycled hardware and electronics components. Week 5 -T-shirt statements: This introductory screenprinting workshop allows participants to use a simple stencil technique to print their own designs onto t-shirts. Developed for the Futures Program, White Oaks Secondary School, Oakville Inspired by the exhibition What We Bring To The Table, students worked with an animateur to transform their classroom desks into a banquet table using printmaking, wire and paper sculpture to create unique place-settings. The feast for 16 was photo- graphed and featured in The Oakville Beaver as part of Oakville Galleries’ community photography project What do you bring to the table? Students then visited the exhibition in person and engaged in lively discussions about the photography, videos and installa- tion. Photographs of post-dinner party tables by artist Laura Letinsky served as a starting point for considering the tradition of still-life painting. Working from a classic example of a Dutch still-life, students collaborated in groups to recreate the symbolic objects and composition by using clay to transform the image from 2D to 3D. “Opportunities like these—to work with skilled artists in the local community and in a beautiful setting like Gairloch Gardens— enrich the ever-developing minds of these young people and contribute to their awareness and appreciation of culture. Plans are already underway for more workshops in the fall.” - Christina Annis, Special Education Teacher, Futures Program 12 Programmes for educators Teachers’ Night Join us for an informal evening of art and ideas.Teachers’ Night at Oakville Galleries includes a guided tour of our current exhibitions and an introduction to the Galleries’ innovative elementary and secondary school programmes that connect contemporary art with Ontario curriculum strands, including Science and Technology, Mathematics, Visual Art, Social Studies, Canadian History, Language and Media Arts. Exchange ideas about artworks, discuss pedagogical strategies with fellow educators and be inspired by a workshop you can take back to your students. All participants are entered into a draw for 40% off registration fees for up to 30 students for the school programme of your choice. In 2010/2011, this event takes place on the following Thursday evenings from 5:30 to 7:30 pm. This programme is offered in English 28 October 2010: Diabolique 27 January 2011: Un-home-ly 31 March 2011: The Birds and the Bees and Hyperspaces See pages 14-15 for exhibition descriptions. Pre-registration required. Teacher Training If you are interested in a workshop for professional development, we can help. Our studios overlooking Lake Ontario provide an inspiring setting for learning. Gallery staff will share strategies and tools for integrating new art and ideas into your classroom, including looking at how contemporary artists can model critical thinking and creative problem- solving for your students. Workshops also address how to approach non-traditional artwork (installation, video, sound, performance) with your students. Contact us for more details or to develop a workshop for your group. 13 Calendar of Exhibitions Diabolique 18 September – 14 November 2010 Oakville Galleries in Gairloch Gardens & at Centennial Square Curated by Amanda Cachia Organized and circulated by the Dunlop Art Gallery. Diabolique brings together twenty-two Canadian and international artists who address war and conflict in a diverse range of media. An eclectic mix of works, this exhibition offers a wide-ranging assessment of the im- pact of violence on the cultural imaginary, highlighting the disenfranchisement, confusion and upheaval that conflict so frequently brings. Un-home-ly 4 December 2010 – 20 February 2011 Oakville Galleries in Gairloch Gardens & at Centennial Square Curated by Matthew Hyland The off-kilter representation of everyday life has been a hallmark of feminist art practices for over thirty years. Un-home-ly assembles works in video, photography and sculpture to examine this tendency, particularly as it has progressively altered the threshold of the ‘no- ticed’ in contemporary life. The Birds and the Bees 5 March – 5 June 2011 Oakville Galleries in Gairloch Gardens Curated by Marnie Fleming Birds and bees have long been used as stand-ins to ex- plain the miracle of birth to young people. This exhibi- tion, drawn in part from Oakville Galleries’ permanent collection, is a fresh take on this tendency to meta- phorically project the values and structures of human society onto birds and bees alike. 14 Hyperspaces 5 March – 29 May 2011 Oakville Galleries at Centennial Square Curated by Shannon Anderson Hyperspaces brings together artworks that explore ur- ban architecture and public space through the lenses of tension and anxiety. With a particular focus on spatial dislocation and estrangement, the works in this exhibi- tion suggest that the architecture of our everyday life contains the makings of a discomfiting parallel world. Marcel Dzama: Of Many Turns 24 June – 4 September 2011 Oakville Galleries in Gairloch Gardens & at Centennial Square Curated by Mark Lanctôt Organized and circulated by the Musée d’art contempo- rain de Montréal. This solo exhibition of renowned Canadian artist Mar- cel Dzama will explore the artist’s recent work in draw- ing, painting, collage, sculpture, installation, and film. Working with themes as diverse as violence, nostalgia and sexual politics, this exhibition offers an overview of Dzama’s practice, highlighting the richness of the art- ist’s political, literary and art historical references. 15 Artworks in Gairloch Gardens A Large Slow River, 2000 April–November Janet Cardiff (Grindrod, BC/Berlin) Commissioned for Oakville Galleries’ permanent col- lection, this audio-walk invites visitors to experience Gairloch Gardens through the work of an internation- ally acclaimed artist. In a route that begins at the front desk with a borrowed iPod and headphones, Cardiff takes the visitor through the gardens on a journey that is intellectually absorbing and filled with revealing surprises. Giant Beaver Charm, 2000 April–November Fastwürms (Creemore, ON) This fun-filled piece was originally commissioned as part of the 2000 exhibition Beaver Tales. The custom- designed bracelet of talismans is reinstalled during the spring, summer and fall months on a grand willow tree adjacent to a pond on the Gairloch estate. Channel, 2004 Year-round Liz Magor (Vancouver) This bronze sculpture takes the form of a hollow tree trunk with indications of an alternative interior space. It was cast directly from a black locust, a tree native to Ontario, and installed horizontally among a copse of trees. It has the appearance, texture and colour of a fallen log. However, on close examination the viewer can see that the log has eyeholes that animate the form. As Magor said, “My goal was to make a sculpture that invites several literal interpretations. On one level it appears simply as a log. Then it may seem to be a recumbent, anthropomorphic log. Finally, it may pres- ent itself as a hide-out or a shelter concealing some unknown person.” Wind Bower, 1990 Year-round Catherine Widgery (Montréal) A favourite of many young visitors, Wind Bower was created with the intention of offering an environment from which the natural surroundings can be experi- enced in new ways. The symmetry and balance of the cage-like structure create a restful space in which to sit. There is the curious sense of being in an architec- tural space yet still in the open. Echoing the nearby trees, the rods bend as they reach upwards and their thin metal “leaves” chime in the wind. 16 Animateur profiles Olia Mishchenko studied architecture and art history at the University of Toronto. Before joining Oakville Galleries’ educa- tion team, she worked at YYZ Artists’ Outlet and the Art Gallery of Ontario. A professional artist, her drawings have been exhib- ited in Toronto and Montréal. She currently teaches part-time at OCAD University. Dominique Prévost is an award-winning artist renowned for her sense of colour and interest in human-made and natural pat- terns. Sharing time, knowledge and enthusiasm with students and members of the art community keeps her active and aware of today’s practice. Caitlin Harben is a graduate of NSCAD University, where she received her BFA specializing in sculpture and craft theory. Her large scale, interactive sculptures explore the body as both pri- vate shelter and public stage. Prior to joining Oakville Galleries’ education team, she worked for four years at the Art Gallery of Nova Scotia, designing and teaching youth art classes, tours and workshops. Emily Gove holds an MFA in visual arts fromYork University and a BA in Art & Art History from the University of Toronto. She has recently participated in exhibitions atToronto’s Nuit Blanche and Xpace Cultural Centre, and Hallwalls Contemporary Art Centre in Buffalo, New York. Emily has previously taught at Gallery 44 Centre for Contemporary Photography and York University. Beth Frey has a BFA from the University of Victoria and a Graduate Diploma in Communication Studies from Concordia. She has interned at Access Artist-Run Centre in Vancouver and leads arts-based after-school programs in Toronto. Her work has been shown across Canada. Stephen Paul Fulton lives and works in the western GTA. He is a recipient of the Mississauga Visual Artist of the Year award and a graduate of OCAD University. He currently belongs to the col- laborative HotBox Projects, which focuses on creating opportu- nities for artists. His own work combines found objects, images and paint. 17 How to Register Programmes are available weekdays throughout the academic year. Mail or fax a completed registration form to: Emily Gove, Education Coordinator Oakville Galleries 1306 Lakeshore Road East Oakville, ON L6J 1L6 Tel: 905.844.4402 ext. 26 Fax: 905.844.7968 firstname.lastname@example.org A confirmation form will be faxed to you upon receipt of your registration. Programme fees In the Classroom You Are Here: Artist Trading Cards Part 1–Classroom .................................. $10/student* Part 2–At the Galleries (optional) ......... $10/student No-Kit ................................................................... $10/student* Art Break .............................................................. $12/student per session, min. 10 students* *plus transportation costs for the animateur At the Galleries Write Now: Let’s Write About Art.......................... $10/student Exhibition-based programmes Guided Tour ............................................. $6/student Tour and Workshop ................................. $12/student In the Gardens Exploring Gairloch Gardens: Making Art with the Landscape .......................... $12/student Special needs programmes ............................ on request For Educators Teachers’ Night .................................................... free of charge Teacher Training ................................................... $40/participant per day, min. 6 participants (half-days also available) Cancellations Any cancellations received less than 7 days prior to your scheduled visit will be subject to a $50 fee. Payment You will be issued an invoice reflecting actual attendance the day of your programme. Payment is due upon receipt of this invoice. We accept cheques (payable to Oakville Galleries), credit cards and cash. A receipt will be mailed to you once the payment is processed. 18 2010/2011 Registration Form School name Contact name Other participating teachers’ names Address Phone Fax E-mail Date of programme Arrival Time Departure Time Grade level Group size How did you hear about our programmes? p I accept that photographs of my students may be used by Oakville Galleries in publications, promotional and/or marketing collateral (i.e., newsletters, website, brochures, advertising, etc). Names will not be published. Programmes in the classroom p You are Here: Artist Trading Cards p No-Kit p Art Break: Lunch-hour and after-school programmes Programmes for educators Teachers’ Night Programmes at the Galleries p 28 October 2010 p Teacher Training p Write Now: Let’s Write About Art p 27 January 2011 Exhibition-based programmes (select one below): p 31 March 2011 p Guided Tour p Tour & Workshop p Special needs programmes Programmes in the Gardens **For Grades 1-4, 1 adult chaperone for every 8 students is required Exploring Gairloch Gardens (select one below): p Workshop 1: Framing the Landscape p Workshop 3: Air and Water p Workshop 2: Shelter and Structures p Workshop 4: Seasons and Weather Payment is due upon receipt of invoice. We accept cash, cheques, and all major credit cards. Please photocopy this registration form, fill it in and send via fax or mail to: Emily Gove, Education Coordinator Oakville Galleries 1306 Lakeshore Road East, Oakville, Ontario L6J 1L6 Fax 905.844.7968 Confirmation form (office use only) School Name: Date of visit: Programme(s): Location: p Gairloch Gardens (1306 Lakeshore Rd. E.) p Centennial Square ( 120 Navy St.) p In the classroom Fee estimate: _______ students x_______ /student = p + transportation costs for the animateur Oakville Galleries signature Date Attendance: TOTAL FEE: Transportation costs: Payment Received: 19 in Gairloch Gardens 1306 Lakeshore Road East Oakville, ON L6J 1L6 at Centennial Square 120 Navy Street oakvillegalleries.com 905.844.4402 Oakville Galleries acknowledges the support of the Corporation of the Town of Oakville, the Canada Council for the Arts, the Ontario Arts Council and the Ontario Arts Foundation. In-kind support provided by DeSerres Art Store.