Falmouth becomes a Partner in the British Council’s Venice Fellowships Programme

Falmouth School of Art has become a partner in the British Council’s Venice Fellowships Programme, and we are very pleased to announce that our first Fellow, attending the 57th Biennale Arte this autumn, will be final year BA(Hons) Fine Art student Abbie Hunt.

Exterior of the British Pavilion on the occasion of Sarah Lucas’s exhibition, I SCREAM DADDIO, at the British Pavilion, 2015. © Cristiano Corte.

The Venice Fellowships is a steward-research programme which brings together students and volunteers from partner universities and organisations across the UK, and provides them with a month at the Venice Biennale, where they split their time between invigilating the British Pavilion exhibition and conducting independent research.

Abbie has already taken part in a two-day induction in London, where Fellows received training in the practical aspects of stewarding and received support in developing their research ideas. She reflected, “Even after the induction, having this opportunity still doesn’t seem real. I’m very excited and nervous but after meeting the other Fellows I will be invigilating with in October I feel a lot more settled. The Fellowship has given me an instant network and I feel installed into another family as everyone was confident and friendly. There was a real buzz during the induction, as collectively we were positive and willing to learn and make these connections”.

Falmouth School of Art’s Director, Dr. Virginia Button, said, ‘I’m delighted that through our partnership in the British Council’s prestigious Fellowship programme, Abbie will be spending a month at the Venice Biennale this year. It’s so important for our students to continue thinking and engaging globally, and immersion in Europe’s most established international contemporary art exhibition is sure to  be really inspiring. I think it’s great that the Fellowship supports both professional practice and research, allowing graduates to really get the most out of the experience.’

untitled: dock: emptystaircasehoarding, 2014, Phyllida Barlow. Installation view, dock, Duveen Commission, Tate Britain, London, England, 2014. Photo: Alex Delfanne ©
Phyllida Barlow. Courtesy the artist and Hauser & Wirth

For Abbie, the Venice Fellowship will come soon after graduation, but her success in securing her place has already had an impact: “The Fellowship came at such a good time, as I come to the end of my degree, because it has given me a new sense of confidence and aspiration for when I finish and enter the real world. Having this amazing opportunity has really made me consider the pathway of working within a gallery context whilst still having the freedom to develop my practice”.

To secure her place on the Fellowships Programme, Abbie had to complete the British Council’s written application, from which a small number of candidates were shortlisted by a Falmouth School of Art panel to be interviewed by the British Council. Abbie’s research interests already aligned with this year’s Biennale – her dissertation included research on this year’s British Pavilion artist: “In terms of the Fellowship research, I am massively interested in expanding on my dissertation, as this surrounded Phyllida Barlow’s work. Being able to interact with the public and observing their responses to her exciting unseen exhibition will definitely take my understanding to a completely new level”.

Falmouth School of Art plans to keep in touch with Abbie and hear more about her experiences during the autumn. “I really don’t feel like I can anticipate the experience I will have in Venice until I’m actually living there”, she adds, “but it’s going to keep me going in the last few weeks before deadline!”.

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‘Take drawing seriously as mode of enquiry’ – Gemma Anderson in British Council VOICES Magazine

Published by the British Council VOICES Magazine, full article here: https://www.britishcouncil.org/voices-magazine/gemma-anderson-take-drawing-seriously-mode-enquiry 

Gemma Anderson

By Gemma Anderson

Does art simply represent the world ‘as it is’, or does it find other aspects in it, aspects that people wouldn’t normally detect? Gemma Anderson, who creates art in collaboration with scientists, explains why it is possible to be more than an illustrator when drawing and painting the world.

You use the term ‘isomorphology’ in relation to your work. What does it mean?

I created the term, based on the Greek isos, meaning same, morphe meaning form, and logos, meaning study.

In my drawing practice, I had started to see similarities in shapes repeated across the natural world. I noticed that certain sets of patterns recur in the animal, vegetable and mineral kingdoms, but I couldn’t find anything that documented these relationships. I realised that, as an artist, I could visualise relationships in a way that would be more difficult for scientists, because their work is so specialised.

What sort of patterns crop up again in nature?

There are several, including spirals, hexagons, different forms of symmetries, spheres, and branching forms.

For example, you might see a spiral in a snail’s shell or in an ammonite fossil. Practically all plants have a spiralling leaf pattern, or phyllotaxis (the scientific term for the arrangement of leaves on a stem).  And in the animal world, you see spiral forms in sharks’ egg cases. Even in humans, our heart valves and the cochlea in our inner ears are spiral-shaped.

Why do these patterns repeat?

Scientists and mathematicians talk a lot about this, and there are a lot of answers. But the main reason is that they are efficient. These forms all use space really well. They just allow matter to pack together in a smart way, that also happens to be beautiful.

Which other artists have inspired you?

I interpret a lot of the artist Paul Klee‘s work as a creative study of form that makes unconventional relationships between natural phenomena, which are usually organised separately. For example, in the work ‘Comedy‘ (1921) he draws plant and animal forms together into one body.

I’m also inspired by the German writer Johann Wolfgang von Goethe, who was a polymath and engaged with lots of scientists, although his work wasn’t visual art. His observations about plants were genuinely helpful to botanical scientists.

Are there similarities between the way scientists and artists approach their work?

Both scientists and artists are interested in the study of form. When I started, my expectations were that scientists spend most of their time observing things. I’ve since discovered that much scientific observation is less directly involved with examining the material of the natural world, and more involved with data and modelling. But the process of enquiry does cross over.

How do you work with scientists?

While studying at the Royal College of Art between 2005 and 2007, I began to contact the people who managed the scientific collections at museums and set up meetings where I would ask them if I could draw, say, a certain coral in their collection. At first, only about one person in ten would respond to my emails, so I had to follow up and be persistent. Slowly, I built up relationships with individual curators, who gave me space to draw; and eventually, we became friends. A lot of the relationship is about trust. They don’t have it written into their jobs that they have to help artists, so they are free to ignore your requests.

What’s the difference between your artwork and the sort of scientific illustrations one might see in a textbook?

Traditionally, the pattern is that there’s a scientist and an illustrator who is employed to represent the science. I am using drawing to ‘find’ repetitions in nature. So, although the etchings and drawings may look similar, the motivation behind my work and the questions I’m asking are different. My art represents my own understanding of the natural world, which comes from drawing. It’s qualitative. It isn’t representing a scientist’s understanding, which might come from other more quantitative methods, like DNA barcoding (a way to identify species).

How did you start?

In school, I was keen on drawing and also really liked science. I did biology and art at A-level, and enjoyed the process of mapping structures in each discipline. But learning biology through a textbook wasn’t the way I wanted to do it. Over time, through drawing in scientific collections, I was exposed to a vast range of objects in the animal, mineral and vegetable world, and that’s when I started seeing repeated patterns.

What advice would you give teachers?

Take drawing seriously as a mode of enquiry. Encourage your students to look closely at different examples of plants in the classroom, and they may start to genuinely see the five-fold symmetry or spiralling leaves of a particular flower. Don’t underestimate drawing as a way of learning and making comparisons.

For example, if you look at crystals and insects, there are symmetries in their forms: both have types of bilateral and four-fold symmetry. Crystals are more geometric, and insects are less symmetrical, of course; in real life, you only get the endless variations on these patterns. You never see quite what you expect and that’s part of the fun.

What advice would you give young artists?

I always say to my art students, try to exercise initiative. And if you want to find something out, ask! Don’t fear looking silly. There have been lots of times when I’ve been following a particular line of enquiry that might seem obvious, but not knowing is part of the process. It’s important to ask unconventional questions.

Also, use the freedom to enter lots of different disciplines that comes with being an artist. In most of society, it’s difficult to step outside the normal pattern of your work, but artists can. It’s a rarity that is available to us.